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May 9, 2019 | Author: mia | Category: N/A
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profesi kependidikan...
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REFRENSI BUKU
IDENTITAS BUKU 1
Judul Buku
: PROFESI KEPENDIDIKAN (Problema, Solusi, dan Reformasi Pendidikan di Indonesia)
Pengarang
: Prof. Dr. H. Hamzah B. Uno, M. Pd
Penerbit
: Bumi Aksara
Tahun Penerbit
: 2014
Cetakan
: Kesepuluh
Kota Penerbit
: Jakarta
Tebal Buku
: x, 146 hlm, 23 cm
ISBN
: 978-979-010-171-5 978-979-010-171-5
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IDENTITAS BUKU 2
Judul Buku
: PROFESI KEPENDIDIKAN
Pengarang
: Umbu Tagela Ibi Leba & Sumardjono Padmomartono
Penerbit
: Ombak
Tahun Penerbit
: 2014
Cetakan
: Pertama
Kota Penerbit
: Yogjakarta
Tebal Buku
: x + 178 hlm ; 14,5 x 21 cm
ISBN
: 978-602-258-179-6 978-602-258-179-6
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DAFTAR ISI
REFRENSI BUKU....................................... BUKU............................................................. ............................................ ............................................ ......................
ii
DAFTAR ISI
iv
KATA PENGANTAR
v
BAB 1 PENDAHULUAN
1
A. Latar Belakang
1
B. Tujuan
2
BAB 2 ISI BUKU A. Esensi Buku B. Perbedaan Esensi Buku BAB 3 KELEBIHAN DAN KEKURANGAN BUKU
3 3 26 28
A. Kelebihan Buku
28
B. Kekurangan Buku
29
BAB 4 KESIMPULAN DAN SARAN
30
A. Kesimpulan
30
B. Saran
30
DAFTAR PUSTAKA
31
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KATA PENGANTAR
Pontianak, 23 November 2018
Penulis
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BAB 1 PENDAHULUAN
A. Latar Belakang
Tenaga pendidik dan kependidikan dalam proses pendidikan memang memegang peranan yang strategis terutama dalam membentuk watak bangsa melalui pengembangan kepribadian dan nilai-nilai yang diinginkan. Dipandang dari dimensi pembelajaran, peranan pendidik dalam masyarakat Indonesia tetap dominan sekalipun teknologi yang dapat dimanfaatkan dalam proses pembelajaran berkembang amat pesat. Hal ini disebabkan karena ada dimensi-dimensi proses pendidikan, atau lebih khusus lagi proses pembelajaran, yang disarankan oleh pendidik pendidik yang tidak dapat digantikan oleh teknologi. teknologi. Fungsi mereka tidak akan seluruhnya bisa dihilangkan sebagai pendidik dan pengajar bagi peserta didiknya. Begitu pun dengan tenaga kependidikan, mereka bertugas melaksanakan administrasi, pengelolaan, pengembangan, pengawasan, dan pelayanan teknis untuk menunjang proses pendidikan pada satuan pendidikan. Sehubungan dengan tuntutan kearah profesionalisme tenaga pendidik dan tenaga kependidikan, maka semakin dirasakannya desakan untuk peningkatan mutu pendidikan pada setiap jenis dan jenjang pendidikan yang telah menjadi komitmen pendidikan nasional. Memahami profesi kependidikan merupakan salah satu materi dasar yang perlu dimiliki oleh guru sehingga perlu dipelajari oleh calon guru melalui mata kuliah Profesi Kependidikan. Buku ini dimaksudkan untuk membantu mahasiswa kependidikan dalam memahami garis besar profesi kependidikan dalam memahami garis besar profesi kependidikan yang akan mewarnai tugasnya sebagai pendidik di sekolah kelak. Dalam buku ini penulis sangat pandai dalam menyusun buku karena isinya sangat lengkap dari segi materi dan daftar pustaka. Penulis dapat menjelaskan dengan detail tentang profesi kependidikan disertai dengan contoh permasalahannya. Dalam kesempatan kali ini penulis akan melakukan pengkritikan buku yang berjudul “Profesi Kependidikan” karya Prof. Dr. H. Hamzah B. Uno, M. Pd dan karya Umbu Tagela Ibi Leba - Sumardjono Padmomartono. Dalam tugas ini penulis akan menyajikan ringkasan isi buku, keunggulan buku, kelemahan buku, perbedaan esensi
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B. Tujuan
1. Tujuan dari buku ini agar dapat memiliki pemahaman dan kemampuan untuk mengembangkan peranan profesional sebagai guru dengan acuan sikap profesional dan wawasan tentang kode etik keguruan dalam melaksanakan tugas. 2. Untuk menghasilkan para calon guru agar dapat memiliki kemampuan untuk mewujudkan tujuan dari pendidikan nasional
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BAB 2 ISI BUKU
A. Esensi Buku
Dalam Buku “PROFESI KEPENDIDIKAN”
Karangan Prof. Dr. Hamzah B. Uno, M.Pd.
Dalam buku ini berisi mengenai garis besar buku yaitu : BAB 1 : Pengantar Profesi Kependidikan BAB 2 : Sepuluh Perubahan Pendidikan Untuk Untuk Peningkatan Peningkatan Sumber Daya Manusia BAB 3 : Profesionalisme Guru BAB 4 : Merekonstruksi Merekonstruksi Masyarakat Dan Kebudayaan Kebudayaan Melalui Pengubahan Sistem Pengelolaan Pendidikan Di Sekolah BAB 5 : Jabatan Profesional Dan Dan Tantangan Tantangan Guru Dalam Pembelajaran BAB 6 : Kompetensi Profesionalisme Guru BAB 7 : Reformasi Pendidikan BAB 8 : Peran Teknologi Dalam Perkembangan Pendidikan Di Indonesia BAB 9 : Peran Guru Dalam Pengembangan Media Pembelajaran Di Di Era Teknologi Komunikasi Dan Informasi BAB 10 : Mengurai Benang Kusut Pendidikan Di Era Otonomi
INTISARI BAB/SUB BAB BUKU : BAB 1 : SUATU URAIAN PENGANTAR PROFESI KEPENDIDIKAN
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Perubahan paradigma maka pengelolaan pendidikan perlu menyesuaikan terhadap arus perubahan tersebut. Di bidang pendidikan dilakukan repositioning bagaimana sebaliknya pendidikan dikelola. Perumusan dan implementasi
kebijaksanaan pendidikan yang
tersentralisasi dengan mengedepankan pendekatan yang berorientasi pada sarwa negara, otoritarian, dan kurang memerhatikan arus modernisasi global kiranya tidak perlu dianut dan diganti ke arah sebaliknya. Visi pendidikan berikutnya yang perlu pula memperoleh perhatian ialah meletakkan information technology, technology , yang merupakan bagian yang terpisahkan dalam proses pendidikan. Dengan memerhatikan visi pendidikan masa depan tersebut dan juga memerhatikan prospek otonomi daerah seperti yang telah dijelaskan, maka proses dan sistem pendidikan di negara kita harus melakukan repositioning . Masalah yang perlu diatasi dengan memperhatikan berbagai kondisi pendidikan dewasa ini maka hal yang perlu dikedepankan yaitu : 1.
Bagaimana memberdayakan lembaga pendidikan agar menjadi lembaga human invesment ?
2.
Hal-hal apakah yang perlu dilakukan agar otonomisasi penyelenggaraan pendidikan dapat dilakukan dengan baik? Dua hal ini merupakan persoalan yang memerlukan pencerahan dari berbagai pakar dan
praktisi pendidikan.
BAB 2 : SEPULUH PERUBAHAN PENDIDIKAN UNTUK PENINGKATAN SUMBER DAYA MANUSIA
Adanya perubahan mendasar dari berbagai aspek yaitu : 1.
Pendidikan sebagai proses pembebasan
2.
Pendidikan sebagai proses pencerdasan
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BAB 3 : PROFESIONALISM PROFESIONALISME E GURU
Guru adalah orang dewasa yang secara sadar bertanggung jawab dalam mendidik, mengajar, dan membimbing peserta didik. Orang yang disebut guru adalah orang yang memiliki kemampuan merancang program pembelajaran serta mampu menata dan mengelola kelas agar peserta didik dapat belajar dan pada akhirnya dapat mencapai tingkat kedewasaan sebagai tujuan akhir dari proses pendidikan. Guru merupakan suatu profesi, yang berarti suatu jabatan yang memerlukan keahlian khusus sebagai guru dan tidak dapat dilakukan oleh sembarang orang di luar bidang pendidikan. Untuk seorang guru perlu mengetahui dan dapat menerapkan beberapa prinsip mengajar agar ia dapat melaksanakan tugasnya secara profesional, yaitu sebagai berikut. 1.
Guru harus dapat membangkitkan perhatian peserta didik pada materi pelajaran yang diberikan serta dapat menggunakan berbagai media dan sumber belajar yang bervariasi.
2.
Guru harus dapat membangkitkan minat peserta didik untuk aktif dalam berpikir serta mencari dan menemukan serdiri pengetahuan.
3.
Guru harus mengembangkan sikap peserta didik dalam membina hubungan sosial, baik dalam kelas maupun luar kelas.
4.
Guru harus menyelidiki dan mendalami perbedaan peserta secara individual agar dapat melayani siswa sesuai dengan perbedaannya tersebut.
5.
Guru wajib memperhatikan dan memikirkan korelasi atau hubungan antara mata pelajaran dan praktik nyata dalam kehidupan sehari-hari. Guru harus dapat menjadi contoh (suri teladan) bagi peserta didik, karena pada
dasarnya guru adalah repsentasi dari sekelompok orang pada suatu komunitas atau masyarakat yang diharapkan dapat menjadi teladan, yang dapat digugu dan ditiru. Kompetensi dan Tugas Guru
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b.
Kompetensi Sosial Kompetensi sosial yang dimiliki seorang guru adalah menyangkut kemampuan
berkomunikasi dengan peserta didik dan lingkungan mereka (seperti orang tua, tetangga, dan sesama teman). c.
Kompetensi Profesional Mengajar Berdasarkan peran guru sebagai pengelola proses pembelajaran, harus memiliki
kemampuan: 1.
2.
3.
4.
2.
Merencanakan sistem pembelajaran -
Merumuskan tujuan
-
Memilih prioritas materi yang akan diajarkan
-
Memilih dan menggunakan metode
-
Memilih dan menggunakan sumber belajar yang ada
-
Memilih dan menggunakan media pembelajaran
Melaksanakan sistem pembelajaran -
Memilih bentuk kegiatan pembelajaran yang tepat
-
Menyajikan urutan pembelajaran secara tepat
Mengevaluasi sistem pembelajaran -
Memilih dan menyusun jenis evaluasi
-
Melaksanakan kegiatan evaluasi sepanjang proses
-
Mengadministrasikan hasil evaluasi
Mengembangkan sistem pembelajaran -
Mengoptimalisasi potensi peserta didik
-
Meningkatkan wawasan kemampuan diri sendiri
-
Mengembangkan program pembelajaran lebih lanjut Seperangkat Tugas Guru
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- Alat perlengkapan kelas (material) - Tindakan-tindakan profesional b.
Tugas edukasional - Motivasional - Pendisplinan - Sanksi sosial (tindakan hukuman)
c.
Tugas instruksional Menyangkut fungsi mengajar, bersifat: - Penyampaian materi - Pemberian tugas-tugas pada peserta didik - Mengawasi dan memeriksa tugas
2)
Tugas Pengajar sebagai Pelaksana ( Execetive Teacher ) Secara umum tugas guru sebagai pengelola pembelajaran adalah menyediakan dan menggunakan fasilitas kelas yang kondusif bagi bermacam-macam kegiatan belajara mengajar agar mencapai hasil yang baik. Sedangkan secara khusus, tugas guru sebagai pengelola proses pembelajaran sebagai berikut : a. Menilai kemajuan program pembelajaran b. Mampu menyediakan kondisi yang memungkinkan peserta didik belajar sambil bekerja (learning (learning by doing ) c. Mampu mengembangkan kemampuan peserta didik dalam menggunakan alat-alat belajar d. Mengkoordinasi, mengarahkan, dan memaksimalkan kegiatan kelas e. Mengkomunikasikan semua informasi dari dan/atau ke peserta didik
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7.
Guru dalam Pembelajaran yang Menerapkan Kurikulum Kuri kulum Berbasis Lingkungan
8.
Tugas dan Tanggung Jawab Guru
9.
Syarat Guru yang Baik dan Berhasil
BAB 4 : MEREKONTRUKSI MASYARAKAT DAN KEBUDAYAAN MELALUI PENGUBAHAN SISTEM PENGELOLAAN PENDIDIKAN DI SEKOLAH
Perananan sekolah dalam merekonstruksi masyarakat berarti sekolah merekonstruksi berbagai tata nilai yang telah ada dalam masyarakat, yang oleh Malindoski disebutkan sebagai upaya mengembangkan kebudayaan. Ada tujuh sistem nilai atau kebudayaan yang secara universal dikembangkan, yaitu (1) bahasa, (2) sistem teknologi, (3) sistem mata pencaharian hidup dan ekonomi, (4) organisasional, (5) sistem pengetahuan, (6) religi, dan (7) kesenian.
BAB 5 : JABATAN PROFESIONAL DAN TANTANGAN GURU DALAM PEMBELAJARAN
Jabatan guru merupakan jabatan profesional yang menghendaki guru harus bekerja secara profesional. Bekerja sebagai seorang yang profesional berarti bekerja dengan keahlian, dan keahlian hanya dapat diperoleh melalui pendidikan khusus. Kondisi dan asas untuk belajar yang berhasil meliputi: 1). Persiapan Sebelum
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2.
Kelemahan Metode Penyajian a.
Siswa dibatasi keikutsertaannya
b.
Pengajar diwajibkan menyajikan bahan ajrnya dengan cara yang menarik
c.
Ketika guru memberikan ceramah, hendaknya siswa memperoleh pengertian yang sama
d.
Apabila ada pertanyaan, pengajaran akan terhenti dan beberapa siswa terpaksa menunggu sampai pertanyaan itu terjawab
3.
4.
e.
Pengajar sulit mendapatkan balikan dari siswa
f.
Terbukti, bahan penyajian lisan saja hanya dapat diingat dalam jangka waktu pendek
g.
Penyajian bukan metode yang diterapkan untuk keterampilan psikomotor
Penerapan a.
Sebagai pendahuluan
b.
Bertujuan untuk memberikan semangat
c.
Untuk menyampaikan informasi
d.
Untuk memperkenalkan perkembangan mutakhir
e.
Sebagai narasumber
f.
Untuk memberikan kesempatan kepada siswa menyajikan laporan di depan kelas
g.
Sebagai ikhtisar / rangkuman
Rencana Keikutsertaan
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3. Kelemahan -
Mungkin kurang terjadin interaksi antara pengajar dan siswa
-
Apabila hanya dipakai metode satu jalur dengan langkat tetap, kegiatan belajar membosankan
-
Program mandiri tidak cocok untuk semua siswa
4. Tata cara -
Cara yang lebih baik untuk merencanakan belajar mandiri adalah memulai dengan bermacam-macam bahan agar mencapai sasaran
5. Contoh 6. Kontrak siswa 7. Buku ajar/lembar kerja 8. Buku belajar mandiri terprogram atau pengajaran berdasarkan komputer 9. Pita rekaman suara/lembar kerja 10. Media pandang/lembar petunjuk 11. Paket nekamedia 12. Sistem pengajaran perseorangan 13. Media tutorial dengan media suara
BAB 6 : KOMPETENSI PROFESIONALISME PROFESIONALISME GURU
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2.
Kompetensi bidang sikap
3.
Kompetensi perilaku/performance
Menurut Crow dan Crow, kompetensi guru dalam melaksanakan pembelajaran meliputi : 1.
Penguasaan subjectmatter Penguasaan subjectmatter yang yang akan diajarkan
2.
Keadaan fisik dan kesehatannya
3.
Sifat-sifat pribadi dan kontrol emosinya
4.
Memahami sifat-hakikat dan perkembangan manusia
5.
Pengetahuan dan kemampuannya untuk menerapkan prinsip-prinsip belajar
6.
Kepekaan dan aspirasinya terhadap perbedaan – perbedaan – perbedaan perbedaan kebudayaan, agama, dan etnis
7.
Minatnya terhadap perbaikan profesional dan pengayaan kultural yang terus-menerus dilakukan
Adapun Macam-Macam Kompetensi yang Harus Dimiliki Seorang Guru: 1.
Kompetensi profesional
2.
Kompotensi personal
3.
Kompetensi sosial
4.
Kompetensi untuk melakukan pelajaran yang sebaik-baiknya yang berarti mengutamakan nilai-nilai sosial dari nilai material
Adapun penyusunan Alat Penilaian Kemampuan Guru yaitu : a.
Kemampuan membuat perencanaan pengajaran yang meliputi :
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Instrumen Instrumen Pengukur Kompetensi Kompetensi Guru
1.
Definisi Konseptual
2.
Definisi Operasional
3.
Kisi-kisi Instrumen
4.
Petunjuk Pengisian
BAB 7 : REFORMASI PENDIDIKAN PENDIDIKAN
Pergeseran paradigma pengelolaan pendidikan dasar dan menengah telah tercermin dalam Visi Pembangunan Pendidikan Nasional yang tercantum dalam GBHN (1999) : “ Mewujudkan system iklim pendidikan nasional yang demokratis dan berkualitas guna mewujudkan bangsa yang berakhlak mulia, kreatif, inovatif, berwawasan kebangsaan, cerdas, sehat, disiplin, bertanggung jawab, terampil, serta menguasai ilmu pengetahuan dan tekhnologi”. tekhnologi”. Tahap Perkembangan : 1.
Tahap Praformal
2.
Tahap Formalitas
3.
Tahap Transisional
4.
Tahap Otonomi
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2.
Penyusunan Rancangan Anggaran Pendapatan dan Belanja Sekolah (RAPBS)
3.
Pelaksanaan Program Pendidikan
4.
Akuntabilitas Pendidikan
BAB 8 : PERAN TEKNOLOGI DALAM PERKEMBANGAN PENDIDIKAN DI INDONESIA
Tidak dapat disangkal bahwa teknologi merupakan suatu ‘kawasan” yang dapat membantu memecahkan masalah kehidupan umat manusia dari masa ke masa secara efektif dan efisien. Dasar Pemikiran Perlunya Teknologi dalam Pendidikan
Dalam UU No.2 Tahun 1998 tentang Sistem Pendidikan Nasional pasal 4 menegaskan paling tidak terdapat 2 tujuan Pendidikan Nasional, yaitu memiliki pengetahuan dan keterampilan. Dalam pasal 37 UU No.2 Tahun 1989, menyiratkan kaidah-kaidah bahwa
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Teori-teori Teori-teori yang Berkaitan dengan Sumber Belajar
Ada 3 prinsip yang perlu dipertimbangkan dalam upaya menetapkan metode pembelajaran yaitu: 1.
Tidak ada satu metode pembelajaran yang unggul untuk semua tujuan dalam semua kondisi
2.
Metode (strategi) pembelajaran yang berbeda memiliki pengaruh yang berbeda dan konsisten pada hasil pembelajaran
3.
Kondisi pembelajaran yang berbeda bisa memiliki pengaruh yang konsisten pada hasil pembelajaran
Tahapan sistem pembelajaran
1.
Perumusan tujuan instruksional umum
2.
Analisis tujuan instruksional umum
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1.
Penyajian materi ajar menjadi lebih standar
2.
Kegiatan pembelajaran menjadi lebih menarik
3.
Kegiatan belajar dapat menjadi lebih interaktif
4.
Waktu yang dibutuhkan untuk pembelajaran dapat dikurangi
5.
Kualitas belajar dapat ditingkatkan
6.
Pembelajaran dapat disajiakan dimana dan kapan saja s esuai dengan yang diinginkan
7.
Meningkatkan sifat positif peserta didik dan proses belajar menjadi lebih kuat/baik
8.
Memberikan nilai positif bagi pengajar Penjabaran tentang peranan media dalam pembelajaran yang dikemukakan oleh Kemp
memberikan wawasan yang luas mengenai pemanfaatan media dalam pembelajaran. Selain Kemp (1985), Heinich et al. (1996) melihat konstribusi media dalam proses pembelajaran secara global ditinjau dari kondisi berlangsungnya proses pembelajaran, seperti berikut: a.
Pembelajaran yang bergantung pada kehadiran pengajar
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f. Grafik gambar g. Grafik lingkaran h. Chart/Bagan 4.
Papan Display Papan Display,, banyak pilihan yang dapat digunakan untuk men display atau display atau memajang media yang tidak diproyeksikan, yaitu papan tulis ( blackbroads), blackbroads), whiteboards, whiteboards, copyboads, copyboads, dan bulletin boards. boards .
Media yang Diproyeksikan
1.
OHT
2.
Slide
3.
Media Audio
4.
Media Video
5.
Media Berbasis Komputer
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2.
Melakukan perubahan atas kesalahan pendidikan
3.
Kelayakan mengajar dan kesejahteraan guru
4.
Efisiensi pemanfaatan anggaran pendidikan
5.
Depolitisasi kebijakan pendidikan
6.
Restrukturisasi organisasi
7.
Kenaikan gaji guru PNS yang direncanakan naik 200 persen seiring dengan akan ditetapkannya undang-undang guru dan dosen
8.
Memposisikan pejabat pendidikan
9.
Rekrutmen tenaga guru profesional dan kompeten
10.
Memberikan tunjangan layak hidup bagi guru yang masuk purnatugas
11.
Mengarahkan siswa ke pendidikan yang sesuai dengan d engan kompetensinya
Dalam Buku “PROFESI KEPENDIDIKAN”
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B. Syarat-Syarat Menjadi Guru 1. Syarat Profesional, seorang guru perlu memiliki keahlian di bidang kependidikan yang meliputi Pengetahuan (Knowledge) dan Keterampilan (skills) 2. Syarat Personal, yang dimaksud dengan syarat-syarat personal di sini adalah syaratsyarat personal yang menyangkut diri pribadi orang yang menjadi guru meliputi : Kesehatan fisik, Kesehatan psikis, Kesehatan psikosomatis, dan Integritas pribadi. 3. Syarat Morality, faktor ini lebih menyangkut watak pribadi seseorang, suatu pertanda
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BAB 2 : GURU SEBAGAI PROFESI PENDIDIK
A. Guru sebagai Tenaga Kependidikan Pada hakikatnya jabatan guru merupakan profesi tenaga pendidikan pada lembaga pendidikan. Guru adalah salah satu sumber daya yang sangat penting dalam pengelolaan organisasi pendidikan. Pencapaian hasil pendidikan sebagaimana yang diharapkan, diperlukan kegiatan pengembangan manajemen sumber daya guru. B. Profesionalisme Guru
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1.
Profesi guru sebagai panggilan jiwa
2.
Panggilan jiwa untuk memasuki profesi guru
3.
Terpanggil menjadi guru
4.
Belajar untuk mengembangkan diri
5.
Belajar untuk profesional
6.
Motivasi berprestasi
7.
Prestasi kerja guru
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Etika profesi keguruan adalah ketentuan – ketentuan ketentuan moral atau kesusilaan yang merupakan “pedoman” bertindak bagi para anggota profesi di bidang keguruan, dalam hal ini adalah para guru. B. Prinsip-Prinsip Dasar Etika Profesi Keguruan Dua prinsip dasar etika sebagai berikut : 1. Prinsip Universalistik Yang dimaksudkan dengan prinsip etika ini, adalah yang sifatnya universal bagi
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c.
Guru dan Masyarakat Dalam hubungannya dengan masyarakat, guru harus:
d.
1)
Memupuk kerjasama dengan masyarakat khusunya di bidang pendidikan.
2)
Mengindahkan adat istiadat dalam masyarakat.
3)
Bangga dan menaruh hormat kepada masyarakat.
Guru dan Rekan-rekan Seprofesi Dalam hubungannya dengan rekan-rekan guru lainnya, guru harus:
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2)
Guru memerlukan bidang ilmu dan keterampilan tertentu (tidak setiap orang dapat
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a.
Penguasaan materi struktur konsep dan pola pikir keilmuan yang mendukung
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misalnya pandai ngomong atau pidato, terampil memimpin organisasi, pandai
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Profesionalisasi guru diupayakan dengan penetapan standar kualifikasi guru.
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