Mengenal Peranan Pembinaan dan Pengembangan Guru dalam Pembangunan Pendidikan di SD Negeri 1 Babatan
DOI:
https://doi.org/10.47134/pgsd.v1i3.485Keywords:
Sekolah, Karakter Baik, Peran GuruAbstract
Sekolah sebagai suatu organisasi dituntut untuk menjalankan tujuannya yaitu membentuk siswa berkarakter. Tujuan tersebut akan tercapai melalui peran guru. Peranan guru sebagai pendidik adalah membentuk sikap individu sebagai pembelajar yang bertanggung jawab dan mampu mengamalkan ilmunya demi kebaikan diri dan sesama manusia. Pendidikan merupakan penanaman nilai yang diyakini masyarakat tidak sebatas pengetahuan tetapi perlu menyentuh sikap dan perilaku peserta didik. Pengembangan pendidikan berangkat dari nilai individu dan diwujudkan secara holistik, sehingga peserta didik menjadi manusia yang utuh, yakni berkarakter positif, berbudi pekerti yang luhur dan berakhlak mulia. Untuk mewujudkannya maka peran guru dalam membangun karakter siswa yakni sebagai konservator (pemelihara), sebagai transmitter (penerus) sistem nilai, sebagai transformator (penerjemah) sistem nilai, dan sebagai organisator (penyelenggara) terciptanya proses pendidikan.
References
Alhammadi, S. (2021). The effect of the COVID-19 pandemic on learning quality and practices in higher education—using deep and surface approaches. Education Sciences, 11(9). https://doi.org/10.3390/educsci11090462 DOI: https://doi.org/10.3390/educsci11090462
Amiruddin, A., Kustono, D., Hadi, S., & Djuanda, D. (2016). Analisis implementasi pendidikan sistem ganda pada SMK masa studi 3 tahun dan 4 tahun. Teknologi dan Kejuruan: Jurnal Teknologi, Kejuruan dan Pengajarannya, 39(1).
Dudley, D. (2022). What Drives Quality Physical Education? A Systematic Review and Meta-Analysis of Learning and Development Effects From Physical Education-Based Interventions. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.799330 DOI: https://doi.org/10.3389/fpsyg.2022.799330
Firman, Walni, & Anhusadar, L. (2022). Peran guru dalam menstimulasi kemampuan kognitif anak usia dini. Kiddo: Jurnal Pendidikan Islam Anak Usia Dini, 3(2), 28–37. DOI: https://doi.org/10.19105/kiddo.v3i2.6721
Gozali, M., & Tamrin, M. (2020). Peranan pimpinan dan guru dalam pembinaan akhlak siswa pada Madrasah Tsanawiyah Negeri Kupang. Hikmah, 17(1), 26–33. DOI: https://doi.org/10.53802/hikmah.v17i1.79
Guo, L. (2019). Education development in China: Education return, quality, and equity. Sustainability (Switzerland), 11(13). https://doi.org/10.3390/su11133750 DOI: https://doi.org/10.3390/su11133750
Hanafi, M., & Rappang, S. M. (2017). Membangun profesionalisme guru dalam bingkai pendidikan karakter. Jurnal Ilmu Budaya, 5(1), 35–45.
Helmi, J. (2015). Kompetensi profesionalisme guru. Al-Ishlah: Jurnal Pendidikan, 7(2), 318–336.
Kunze, K. N. (2020). Quality of Online Video Resources Concerning Patient Education for the Meniscus: A YouTube-Based Quality-Control Study. Arthroscopy - Journal of Arthroscopic and Related Surgery, 36(1), 233–238. https://doi.org/10.1016/j.arthro.2019.07.033 DOI: https://doi.org/10.1016/j.arthro.2019.07.033
Latif, K. F. (2019). In search of quality: measuring Higher Education Service Quality (HiEduQual). Total Quality Management and Business Excellence, 30(7), 768–791. https://doi.org/10.1080/14783363.2017.1338133 DOI: https://doi.org/10.1080/14783363.2017.1338133
Lazwardi, D. (2016). Peran kepala sekolah dalam meningkatkan profesionalisme guru. Al-Idarah: Jurnal Kependidikan Islam, 6(2). DOI: https://doi.org/10.24042/alidarah.v6i1.794
Ogrinc, G. (2019). SQUIRE-EDU (Standards for QUality Improvement Reporting Excellence in Education): Publication Guidelines for Educational Improvement. Academic Medicine, 94(10), 1461–1470. https://doi.org/10.1097/ACM.0000000000002750 DOI: https://doi.org/10.1097/ACM.0000000000002750
Ramli, R., & Prianto, N. (2019). Peranan guru pendidikan agama Islam dalam pembinaan kecerdasan emosional. Jurnal Al-Ibrah, 8(1), 14–29. DOI: https://doi.org/10.47435/jpdk.v4i1.89
Rowe, E. E. (2019). Calling for ‘urgent national action to improve the quality of initial teacher education’: the reification of evidence and accountability in reform agendas. Journal of Education Policy, 34(1), 44–60. https://doi.org/10.1080/02680939.2017.1410577 DOI: https://doi.org/10.1080/02680939.2017.1410577
Snijders, I. (2020). Building bridges in higher education: Student-faculty relationship quality, student engagement, and student loyalty. International Journal of Educational Research, 100. https://doi.org/10.1016/j.ijer.2020.101538 DOI: https://doi.org/10.1016/j.ijer.2020.101538
Sunthonkanokpong, W. (2019). Quality, equity, inclusion and lifelong learning in pre-service teacher education. Journal of Teacher Education for Sustainability, 21(2), 91–104. https://doi.org/10.2478/jtes-2019-0019 DOI: https://doi.org/10.2478/jtes-2019-0019
Supriadi, O. (2009). Pengembangan profesionalisme guru sekolah dasar. Jurnal Tabularasa, 6(1), 27–38.
Wang, J. (2019). Connecting rural schools to quality education: Rural teachers’ use of digital educational resources. Computers in Human Behavior, 101, 68–76. https://doi.org/10.1016/j.chb.2019.07.009 DOI: https://doi.org/10.1016/j.chb.2019.07.009
Zafar, M. W. (2020). How renewable energy consumption contribute to environmental quality? The role of education in OECD countries. Journal of Cleaner Production, 268. https://doi.org/10.1016/j.jclepro.2020.122149 DOI: https://doi.org/10.1016/j.jclepro.2020.122149
Zhang, Y. (2019). Improving education equality and quality: Evidence from a natural experiment in China. International Journal of Educational Development, 70. https://doi.org/10.1016/j.ijedudev.2019.102078 DOI: https://doi.org/10.1016/j.ijedudev.2019.102078
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Wiladia Nur Hidayah, Nafiisah Amalia Bil Husna, Windasari Windasari
This work is licensed under a Creative Commons Attribution 4.0 International License.
