An Analysis of Students’ Pedagogical Competence in the Professional

Placement of PGMI in Indonesia

Ahmad Royani, Lu’luil Maknun

UIN Syarif Hidayatullah Jakarta, Indonesia

Keywords: pedagodic competence, professional placement, PGMI

Abstract: Pendidikan Guru Madrasah Ibtidaiyah (PGMI) in Indonesia, as a Study Program which produces many

graduates as teachers at the primary school level, has a variety of patterns of professional placement in

schools. These patterns certainly have some advantages and disadvantages.Therefore, this study aims to

identify the patterns of the professional placement, and the pedagogical competencies possessed by the

students. This research was conducted in the qualitative and quantitative method with survey approach. The

data was obtained from students in the professional placement from PGMI UIN Jakarta, PGMI UIN

Malang, PGMI UIN Yogyakarta and PGMI IAIN Salatiga. The implication of this research is the

determination of policy in the professional placement for PGMI program at FITK UIN Jakarta. The

expected contribution is to provide a description and model mapping that can be considered for UIN Jakarta

to formulate the practice pattern of PGMI study program. The contribution of this research for students is to

improve their pedagogic competence, and for PGMI study program is to get the right formula for

assessment system and model of next professional placement. According to the general description of the

result, the students during the professional placement in PGMI UIN Malang in 2017 consisted of 143

students distributed in 12 schools with the pedagogic competence; 34% of students got B + and 65% of

students got A. In PGMI UIN Yogyakarta, 159 students were placed in14 schools with 66% of students got

an A, 30% of students got an A-, 1.26% of students got B, 1.26% of students got B +, and 0.63% of students

did not pass E. In PGMI IAIN Salatiga, 90% of 83 students got an A, and 8.3% of them got an A-value.

Last, in PGMI FITK UIN Jakarta, from 71 students placed in12 schools, 84% of students got A's, 14.08%

got B and 1.41% did not pass.The practical pattern found was to apply only simple practices and some

complete practices. The implication of this research is that the policy of professional placement for the

PGMI program at FITK UIN Jakarta is suggested to establish a broader and more complete pedagogical

competence so that PGMI can produce more competent graduates.

1 INTRODUCTION

Since 2002,the Laboratory of FITK has implemented

the Integrated Teacher Training Practice Program in

order to improve the pedagogical competence,

social, and research. Nevertheless, although it has

been in line with the strategic plan of the higher

education directorate, LPTK should also pay

attention to the demand of KKNI which then

underlies the design of curriculum based on KKNI

itself. For example, the changing of curriculum that

was originally KTSP and then became the 2013

curriculum. The changes require adjustment with the

materials, teaching materials, media, learning

strategies, and the assessment system. For SD / MI

curriculum, KKNI has organized a thematic learning

through scientific learning (questioning, observing,

trying, reasoning and communicating) and assessed

through an authentic assessment (cognitive, affective

and psychomotor aspects).

With many PGMI study programs in Indonesia

and the unavailability of Teacher Training

standardization, previous researchers conducted

more in-depth research on the implementation of

Teacher Training in PGMI all over Indonesia.

Expectedly, FITK is able to formulate the best

pattern practice for the prospective teachers of

PGMI UIN Jakarta in particular, and other PGMI in

Indonesia in general.

This study is important due to the provisions of

the Minister of Education and Culture of Indonesia

number 87 of 2013 on Program Pendidikan Profesi

Royani, A. and Maknun, L.

An Analysis of Students’ Pedagogical Competence in the Professional Placement of PGMI in Indonesia.

DOI: 10.5220/0009925612391247

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 1239-1247

ISBN: 978-989-758-458-9

1239

Guru Prajabatan (PPG) which suggest that Pre

Teacher Professional Education Program, hereinafter

referred to as PPG Program is an education program

held to prepare graduates of Non-Education S1 /

DIV who have the talent and interest to become

teachers to master the full competence of teachers in

accordance with national standards of education so

as to obtain a certificate of professional educators on

early childhood education, primary and secondary

education. (Ministerial Regulation, 2013).

2 LITERATURE REVIEW

2.1 Pedagogical Competence

Teaching is a special job performed by teachers or

lecturers. This work is tangible in a series of

activities carried out by the teacher by doing the

process of managing and organizing learning

activities to foster and encourage students to carry

out the learning process. (Nur Ali, 2017).The

professional work of teaching is a job that requires a

steady preparation through education and training,

done based on science, art or improvisation, and

specialized skills. It requires rules and regulations or

a code of ethics to develop a career as a teacher.

Eventually, it is expected that the teacher can carry

out the main task for facilitating the interests of

students. In order to be able to fulfill the

responsibilities, a teacher must understand his

position or job as a professional teacher by referring

to his main duties and responsibilities (Nur Ali,

2017).

Armstrong in Sudjana (1988: 148) revealed that

teachers’ duties are classified into five types, (1)

responsibility in teaching, (2) responsibility in

providing guidance, (3) responsibility in developing

curriculum, (4) responsibility in developing the

profession and (5) responsibility in fostering good

relations with people. According to Law No. 14 of

2005, it is mandatory for teachers to own some

competencies in accordance with the recognition of

teachers as a profession. Based on article 10 verse 1,

teachers must have four competencies, including:

pedagogical competence, personality competence,

social competence and professional competence,

obtained through professional education. (Nur Ali,

2017)

In terms of pedagogical competence, teachers

must: (1) master the characteristics of students, from

physical, moral, spiritual, social, cultural, emotional

and intellectual aspects, (2) master learning theory

and educational learning principles, (3) develop a

curriculum related to the subjects taught, (4)

organize the educational learning, (5) utilize

information and communication technology for the

benefit of learning, (6) facilitate the development of

potential students to actualize themselves, (7)

communicate effectively, empathetically and

politely with students, (8) organize an evaluation of

the process and learning outcomes, (9) utilize the

results of the assessment for the benefit of learning,

and (10) conduct reflective actions to improve the

quality of learning.

Based on the theory above, it can be concluded

that being a professional teacher, as described in the

Law on the teaching profession, must be equipped

with pedagogical competence namely teaching

competence, starting from recognizing students'

psychology, mastering the material and having a

variety of motivational learning methods for

students’ learning, optimizing the potential of

learners, being able to use tools and learning media,

building good communication with students until

evaluating and reflecting to improve students'

progress.

2.2 The Practice of Teaching

One of the main tasks of being a teacher is to teach.

Teaching is a professional job that requires a special

expertise through education and experience.

Therefore, not everyone can be a good teacher. To

carry out the duties and responsibilities

professionally, a teacher must have teaching abilities

and skills in theory and practice. Teaching ability is

a combination of intellectual abilities, teaching

skills, talent, and art. Teaching skills can be trained

continuously through teaching training. An

intellectual ability can be learned from educational

theory, and teaching and learning theory. While

talent and art in teaching can be developed through

various teaching experiences (Ali, 2017).

In the implementation of teaching practice in

schools / madrasahs, the prospective teachers have a

double duty; as individuals who are learning to

teach, and as individuals who at the same time make

students learn to achieve the learning goals.

Therefore, since the students need to achieve a set of

learning objectives, an error made by the prospective

teachers might harm the students. In this

circumstance, the main goal of the prospective

teacher for teaching and learning can be ignored.

To avoid this kind of shortcoming in teaching

performance, prospective teachers need to

continuously practice their teaching skills integrated

with other components of learning through teaching

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practice until prospective teachers are truly ready to

become real teachers.

2.3 The Demands of Learning

Achievements in PGMI

Curriculum

In structuring the curriculum, including the

professional placement, the education needs to pay

attention to the Graduates’ Learning Achievement

that has been applied to the Islamic Education

Teacher Training Program. The following is

presented by CPL PGMI FITK UIN Syarif

Hidayatullah Jakarta 2017 on the Special Skill

Achievements.

Each graduate of Madrasah Ibtidaiyah Teacher

Education (PGMI) Study Program is expected to

have special skills as a class teacher, writer,

researcher, and consultant at the primary education

level, such as: (1) applying science as a class teacher

in the content of science, social studies, PKN,

Indonesian Language and Mathematics lessons, (2)

applying Islamic knowledge and Indonesian culture

at the elementary level of education, (3) applying the

pedagogy at the elementary level of education, (4)

conducting research writing and design on

elementary education, and (5) utilizing science and

technology (IPTEK)in the consultation and

development of innovative learning at the primary

education level.

Based on the CPL above, the practice pattern of

professional placement is to produce graduate

profiles in accordance with the expected learning

outcomes.

3 RESEARCH METHODOLOGY

The research method used in this study was a mixed

method or a combination of quantitative and

qualitative methods. This research was conducted to

meet the research objectives and to get the expected

recommendations.

The qualitative methodwas used in investigating

the aspects of pattern in the professional placement

in PGMI Study Programs throughout Indonesia

which require the data such as the documents of

implementation procedure guidance and assessment

formats. The of datawas obtained by observing

directly to the location of the research, interviewing

some sources, identifying documents, collecting

assessment formats and so on. The data was then

described in the form of a descriptive description of

the flow or mechanism of professional placements

that have been run.

Meanwhile, the quantitative method was used to

obtain the results of analysis on students’

pedagogical competencies during the professional

placement at PGMI throughout Indonesia.

The samples in this study were PGMI students,

administrators of the education laboratory as the unit

or the implementing agency of professional

placements in four selected universities according to

their accreditation level and conformity with the

IQF, namely UIN Malang, UIN Yogyakarta, IAIN

Salatiga and UIN Jakarta.

4 FINDINGS AND DISCUSSION

4.1 The Professional Placement in All

PGMI in Indonesia

4.1.1 The Pattern of Professional Placement

at PGMI UIN Malang

The professional placement (PKL) is an intra-

curricular activity considered as a course subject that

must be taken by all prospective teachers at the

Faculty of Tarbiyah and Teaching Sciences, the

State University of Maulana Malik Ibrahim Malang

to fulfill the requirements for the establishment of

the profession. PKL is a process of combining

various components of practical and theoretical

knowledge with practical experience in the field.

(Guideline PKl, 2013). PKL is a manifestation of Tri

Dharma University which is accomplished by

performing the teaching practice, classroom action

research (PTK) and the management of

school/madrasah(PKL Guidelines, 2013).

This program is a learning process Thus, this

program is a learning activity which integrates

various learning experiences in the campus and in

the field. Therefore, the implementation of this

program involves various parties, such as the

campus manager, the school/madrasah and the

community where PKL takes place (PKL

Guidelines, 2013). The PKL program consists of 4

credits (SKS) for bachelor degree (s1). PKL is held

in each semester (odd and even) for a minimum of 6

weeks, with 8 times teaching in the classroom,

providing educational services in school/madrasah

and carrying out PTK.Students who are allowed to

take a part in PKL program are those who have

taken and/or passed 110 SKSs which consist of basic

competency, main competency, and supporting

competency programs, etc. (Guidelines PKL, 2013).

An Analysis of Students’ Pedagogical Competence in the Professional Placement of PGMI in Indonesia

1241

4.1.2 The Pattern of Professional Placement

at PGMI UIN Yogyakarta and UIN

Sunan Kalijaga

As an Education Institution of Education Personnel

(LPTK), Faculty of Education (FITK) has a mission

and the task of preparing and producing

teachers/educators who have pedagogical,

professional, personal and social competencies.

FITK provides a set of knowledge and skills for

students in order to develop the teacher’s

competencies in learning process and/or other

educational activities through educational practicum

courses (Guide to Internship I, 2017).

An educational practicum which is now

commonly known as an internship consists of

Internship I, Internship II and Internship III. The

internship program does not only cover teaching

practice but also includes other tasks. Its

implementation is categorized into different stages

but overall is directed to one goal, the establishment

of professional teachers (Lab Education, 2017).

Internship I is an educational practicum activity

conducted in the process of observation to the school

/ madrasah where the internship is taking place.

Each group will be accompanied by 1 (one) field

supervisor/lecturer (DPL) who simultaneously

communicates the internship program with the

school / madrasah. (Guide to Internship I, 2017).

The second stage is Internship II. In this stage the

prospective teachers are fully guided and supervised

by a supervisor/lecturer from the start of teaching

exercises to fully independent teaching (Guide to

Magang II, 2017).

The third stage is Internship III. In this stage the

prospective teachers learn from a number of

practices such as the practice of learning in the

classroom and in the school, including:

administrative management in schools (the

administration of the principal), administration of

correspondence, student administration, learning

administration, curriculum administration, library

administration and admission administration for new

students (Guide to Internship III, 2017).

4.1.3 The Pattern of Professional Placement

at PGMI IAIN Salatiga

The professional placement (PPL) is an integral part

of the course in IAIN Salatiga Tarbiyah Faculty and

Teacher Training curriculum. Therefore every

student in this faculty must take PPL. It consists of

of 4 (four) SKS/credits. (Handbook on Field

Experience Practices, 2017). PPL is an educational

practice course in one semester that contains

activities in teaching practice in schools, educational

administration practices, school management

practices, a practice of guidance and counseling

services, curricular support activities, debriefing and

report writing. The debriefing activity includes

observations, teaching preparation, deepening

teaching methods, and mastering the latest school

curriculum (Guidebook, 2017).

PPL is a curricular activity that must be carried

out by the students to apply the theoretical

knowledge learned in the previous semesters in

order to gain experience and skills in the

implementation of education and teaching in

schools. (Guidebook, 2017).This PPL is held from

July to September 2017. The debriefing of PPL

activities is held at the IAIN Salatiga campus in the

activities of refreshing knowledge and skills.

(Handbook on Field Experience Practices, 2017)

4.1.4 The Pattern of Professional Placement

at PGMI UIN Jakarta

The professional placement (PPKT) is an academic

activity carried out by students of FITK UIN Syarif

Hidayatullah Jakarta to implement and develop their

professional, pedagogical and social competencies.

Those competenciesinclude teacher practice

activities, research and management of education,

practical students performances in aspects of

knowledge, skills, teacher attitudes and behaviors

experienced in madrasah / school.

PPKT is an intra-curricular activity which

includes activities to teach teaching educational

research and education management in madrasah /

school. Thus, PPKT covers the Tri Dharma of

Higher University. PPKT weighs 6 SKS/credits

which are fully implemented in madrasahs/practical

schools. It is an applicative and integrated intra-

curricular course from all learning experiences into

training programs to prepare students to have teacher

skills and abilities, to experience the implementation

educational administration activities, to conduct

educational research, and to provide educational

services.

PPKT must be followed by all FITK students

who have fulfilled the requirements and must obtain

a minimum graduation score of 70 or B. It runs for

at least 5 (five) days in one week for one semester or

4 (four) months. With the details of the following

activities:

1. Observation / orientation (including

program preparation): the first 2 weeks.

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2. Teaching assistance activity and education

management activities: 2 weeks.

3. Teaching activities, research, and

educational activities: 10 weeks.

4. Teaching practice exam: the last 2 weeks.

5. The allocation of time is adjusted to the

system that applies in madrasah/schools

6. During the implementation of PPKT,

student participants are required to attend

and actively participate in madrasah/school

every working day.

7. For students who are writing a thesis, they

get 1 day a week for consultation with the

supervisor/lecturer at the campus

accompanied by evidence in the form of an

emergency letter from the FITK laboratory.

8. The number of attendance is as long as the

PPKT activities or at least 16 times / (8

RPP) (adjusted to the schedule/madrasah /

school conditions) with calculations as

below:

9. Up to two hours of a lesson (Jam Pelajaran)

for one meeting in one classroom is counted

as one attendance.

10. The learning material taught in more than

two hours of a lesson (JP) in one meeting

iscalculated as follows:

34 hours of lessons (JP) = 2 times

attendance

56 hours of lessons(JP) = 3 times attendance

The teaching practice examistaken after

the student has done 80% (of 16 times)

teaching practice performances.

ource: Buku Guidelines Praktik Profesi

Keguruan Terpadu (PPKT), 2015

4.2 Analysis on the Assessment Format

of Professional Placement in PGMI

Indonesia

Basically, every professional placement has several

types of assessment formats, at UIN Malang for

example, there is a format for evaluating written

teaching components, teaching ability components,

assessment of personal aspects and assessment of

social aspects. However, to answer this research

question, the assessment format that will be

analyzed is the teaching assessment format. This is

done in relation to the analysis of pedagogical

competencies of teacher students in the PGMI

throughout Indonesia. The following are analyses of

the format assessment of pedagogical competencies

obtained from each groupthat performs educational

practices:

4.2.1 Analysis of Assessment Format for

Professional Placement at PGMI UIN

Malang

In the pedagogical aspect assessment format, PGMI

UIN Malang created an assessment form labeled

"Teaching Ability Components" with a scale of 0-

100. The aspects assessed are: ability to open

lessons, ability to explain, ability to use learning

methods, ability to use tools, media and learning

resources, ability to respond to student questions,

ability to master the contents of lesson material,

ability to use time appropriately, ability to close

lessons, and ability to assess achievement of

learning outcomes

Based on the instrument described above, the

researcher concluded that the assessment format

established at UIN Malang had included learning

preparation activities, core activities, and even

evaluation. The advantage is that this pedagogical

assessment format is quite simple to implement.

However, the drawback is that this assessment

format is not in accordance with the Curriculum

2013 where in the core activities, the teacher

students should have practiced 5 M as the learning

principle.

4.2.2 Analysis of Assessment Format for

Professional Placement at PGMI UIN

Yogyakarta

The assessment format for professional placement

established by FITK UIN Sunan Kalijaga laboratory

contains 3 components, they are:

1. Pre-learning, indicators / aspects to be

assessed are: building student motivation,

conductingapperception / pretest activities,

and providing reference

2. The main learning activity, the mastery of

learning material with indicators/aspects

assessed, namely:demonstrate the mastery

of learning material, link material with other

relevant knowledge, deliver the material

clearly and in accordance with the learning

hierarchy, and link the material to the reality

of life.

3. The learning approach with the following

indicators:carry out learning in accordance

with the competencies (objectives) to be

achieved, carry out learning in harmony,

manage the class, carry out a contextual

learning, carry out learning that allows

positive habits to grow, carry out learning in

accordance with the planned time

An Analysis of Students’ Pedagogical Competence in the Professional Placement of PGMI in Indonesia

1243

allocation, and carry out learning in

accordance with the planned time allocation

In the aspect of utilization of learning resources /

learning media, the indicators assessed are: use

media effectively and efficiently, produce interesting

messages, and involve students in the use of media

In the main activities, the teacher students are

also evaluated in the aspect of assessment process by

observing the progress of learning during the

process, the use of language (using spoken and

written language clearly and correctly to convey

meanings in the appropriate style). In addition, the

teacher students are evaluated on the aspect of

learning which triggers and maintains the students’

involvement by showing an open attitude towards

students’ responses, fostering student cheerfulness

and enthusiasm in learning and giving verbal or non-

verbal reinforcement. Then, the teacher students are

required to reflect or make a summary by involving

students, making a final assessment in accordance

with the competency (goals) and carrying out a

follow-up by providing direction, or activities or

tasks as a remedy/enrichment section.

Based on the components and indicators of the

assessment above, the assessment format in PGMI

UIN Sunan Kalijaga is quite complete. Starting from

pre-learning, main learning, to closing. The scoring

pattern is a 1-5 scale. In fact, the drawback is that it

still uses the general learning curriculum that can

actually be applied to the learning process in the

KTSP curriculum. Meanwhile, the advantages of

this assessment according to the researcher, besides

its more detailed description, this format considers

the psychological aspects of students which are

indicated by the joy and enthusiasm of students in

learning to measure the teacher students’ success in

teaching.

4.2.3 Analysis of Assessment Format for

Professional Placement at PGMI IAIN

Salatiga

IAIN Salatiga applies the assessment format of

"pedagogical and professional competence" listed in

the book of guidelines of professional placement.

This assessment format uses 1-4 rating scale that is

interpreted as follows: 1 = less, 2 = enough, 3 =

good and 4 = very good. The aspects observed are:

1. Pre-teaching: checking the readiness of the

classroom, tools and learning media, as well

as examining students' readiness.

2. Opening lessons: apperception and

conveying the competencies / learning

objectives to be achieved.

3. Comprehendingthe materials: showing the

mastery of learning material and linking

learning material with other relevant

materials.

4. The learning method: using learning

methods in accordance with the

competencies to be achieved, implementing

harmonious learning, taking control of the

class, fulfilling the contextual learning,

implementing a learning that can stimulate

students' positive habits and implementing a

learning that is in line with the allocation of

time.

5. The utilization of media and learning

resources: showing skills in utilizing media

and learning resources, using

media/learning resources that are interesting

and involve students in the use of media and

learning resources.

6. Interaction in learning: creating an

atmosphere in classroom that fosters

students' active participation through

teachers, media, and learning resources,

creating positive interpersonal relationships,

showing open attitude and responsiveness

to students, and fostering students’

cheerfulness and enthusiasm.

7. The use of language: using the spoken

language well, clearly and fluently, using

body language properly and correctly,

delivering material with the right voice and

intonation.

8. Assessment of learning: doing an

assessment of the process during teaching

and conducting a final assessment in

accordance with the plans in the RPP.

9. Closing: doing a reflection and making a

summary with students, and providing a

follow-up (advice, motivation,

assignments).

The advantage of this assessment format is that it

is quite complete and easy to use. The aspect of

body language can be either disadvantageous or

advantageous. The disadvantage is that the aspect of

body language will be a subjective assessment if the

supervisor does not understand or have the same

perception of 'body language'. On the other hand, it

beneficial for the teacher students if students

practice before the practice is equipped with aspects

of body language as a support for effective

communication with students.

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4.2.4 Analysis of Assessment Format for

Professional Placement at PGMI UIN

Jakarta

The teaching assessment format at PGMI FITK UIN

Syarif Hidayatullah Jakarta has inserted a scientific

approach or an interpretation of the Curriculum

2013, as follows:

1. Implementing a learning that allows

students to make observations

2. Implementing a learning that allows

students to ask questions.

3. Implementing a learning that allows

students to try

4. Implementing a learning that allows

students to do a reasoning

5. Implementing a learning that allows

students to communicate

4.3 Pedagogical Competence Analysis

of Students in PGMI Indonesia

4.3.1 Pedagogical Competence Analysis of

Teacher Students at PGMI UIN

Malang

The number of teacher students at UIN Malang

in 2017 was 143 placed in 12 schools. Based on the

data obtained, in the aspect of the teacher students'

pedagogical competence, 93 of them received an A

and 49 teacher students received B +, and 1 teacher

students received C. Thus, the majority of students

got the highest score followed by a large number of

teacher students with lower score.

Table 1. Pedagogical Competence of Teacher Students at

PGMI UIN Malang

4.3.2 Pedagogical Competence Analysis of

Teacher Students at PGMI UIN

Yogyakarta

The number of teacher students at UIN Yogyakarta

in 2017 was 159 placed in 14 schools. According to

the data, 106 teacher students received an A, 48

teacher students received an A-, 2 teacher students

got B, 2 got B + and 1 did not pass because of grade

Table 2. PedagogicalCompetence of Teacher Students at

PGMI UIN Yogyakarta

4.3.3 Pedagogical Competence Analysis of

Teacher Students at PGMI IAIN

Salatiga

The number of teacher students at IAIN Salatiga in

2017 was 83. Based on the data, 75 teacher students

received an A and 7 teacher students received an A-.

Table 3. Pedagogical Competence of Teacher Students at

PGMI IAIN Salatiga

4.3.4 Pedagogical Competence of Teacher

Students at PGMI UIN Jakarta

The number of teacher students at UIN Jakarta in

2017 was71 placed in 12 schools. According to the

data, in the aspect of the teacher students'

pedagogical competence, there were 60 students

who received an A, and there were 10 students who

received B and 1 student who did not pass.

An Analysis of Students’ Pedagogical Competence in the Professional Placement of PGMI in Indonesia

1245

Table 3. Pedagogical Competence of Teacher Students at

PGMI UIN Jakarta

5 CONCLUSIONS

In connection with the new policy for LPTK and the

Law on the application of PPG, the pattern of

educational practices in UIN Syarif Hidayatullah

Jakarta, which usually implements PPKT under

FITK Lab co-operation, must also adjust the pattern

of educational practices in line with the legal

terms.Therefore, before determining the pattern of

the educational practice, the researcher conducted

this study to see the pattern of educational practices

in PGMI throughout universities in Indonesia.This

study concludes that:

1. The general description of the pedagogical

competence of the teacher students in the

PGMI UIN Malang in 2017 consisted of

143 teacher students placed in 12 schools.

Based on the data obtained, in the aspect of

the teacher students' pedagogical

competence, there were 34% of students

who received a B + score and 65% of

students who received an A grade. That is,

the majority of students got the highest

score, but the lower score is quite large as

well.

2. The general description of the pedagogical

competence of the teacher students in the

PGMI UIN Yogyakarta in 2017 consisted of

159 placed in 14 schools. Based on the data

obtained, in the aspect of the teacher

students' pedagogical competence, there

were 66% of the students who received an

A, 30% of students who received an A-

score, 1.26% of students who got B, 1.26%

got B +, and 0.63% who did not pass due to

an E grade.

3. The general description of the

pedagogicalcompetence of the teacher

students inPGMI IAIN Salatiga in 2017

consisted of 83 teacher students. Based on

the data obtained, in the aspect of the

pedagogical competence of the students,

there are 90% of students who got A, and

8.3% of students who received score A-.

4. The general description of the pedagogical

competence of the teacher students in 2017

at PGMI FITK UIN Jakartaconsisted of 71

teacher students placed in 12 schools. Based

on the data obtained, in the aspect of the

student's pedagogical competence, there are

84% of students who got an A, there are 14

student 08% got B and 1.41% did not pass

the professional placement.

The implication of this research is that the policy

of the professional placement implementation in

PGMI at FITK UIN Jakarta is to be established in a

broader and more complete pedagogical competence

so that PGMI study programs can produce more

competent graduates.

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Adhi Setiyawan, dkk, Buku Penilaian & Buku Kerja

Program Latihan Profesi II (PLP II), Laboratorium

Pendidikan Fakultas Ilmu Tarbiyah dan Keguruan,

UIN Sunan Kalijaga Yogyakarta, 2017

Adhi Setiyawan, dkk, Panduan Program Latihan Profesi

II (PLP II) BerbasisParticipatory Action Research

(PAR), Program Studi Manajemen Pendidikan

Islam,Fakultas Ilmu Tarbiyah dan Keguruan UIN

Sunan Kalijaga Yogyakarta, 2017

Ahmad Royani dan Lu’luil Maknun, “Evaluasi Program

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PUSLITPEN 2016.

Ahmad Royani dan M. Noviadi, “Konvergensi arah

kebijakan pengembangan LPTKdalam penguatan

eksistensi lembaga profesi keguruan Fakultas

Tarbiyah UIN Syarif Hidayatullah Jakarta”, hasil

penelitian PUSLITPEN 2013

Ahmad Royani, M, Hum, dkk, Buku Pedoman Praktik

Profesi Keguruan Terpadu (PPKT), Fakultas Ilmu

Tarbiyah dan Keguruan UIN Syarif Hidayatullah

Jakarta, 2015

Nur Ali, M.Pd, Keterampilan Dasar Mengajar, Fakultas

Ilmu Tarbiyah dan Keguruan, Universitas Islam

Negeri Maulana Malik Ibrahim Malang, 2017

Peraturan menteri pendidikan dan kebudayaan Indonesia

nomor 87 tahun 2013 tentang Program Pendidikan

Profesi Guru Prajabatan (PPG)

Peraturan Presiden Republik Indonesia nomor 8 tahun

2012 tentang Kerangka Kualifikasi Nasional Indonesia

(KKNI)

Prof. Dr. Lexy J. Moleong, metodologi penelitian

kualitatif, penerbit PT Remaja Rosda Karya, Bandung,

2006

ICRI 2018 - International Conference Recent Innovation

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Rencana Strategis Direktorat Pendidikan Tinggi Islam

2015-2019

Sofyan Ahmad, Evaluasi Program Praktik Profesi

Keguruan Terpadu (PPKT), Jurnal Evaluasi

Pendidikan Vo. 3 No. 1, Maret 2012.

Tim Penyusun, Buku Pedoman Praktik Pengalaman

Lapangan, Fakultas Tarbiyah dan Ilmu Keguruan

Institut Agama Islam Negeri Salatiga, 2017

Tim Penyusun, Instrumen & Penilaian Magang I,

Laboratorium Pendidikan Fakultas Ilmu Tarbiyah dan

Keguruan, UIN Sunan Kalijaga Yogyakarta, 2017

Tim Penyusun, Instrumen & Penilaian magang III,

Laboratorium Pendidikan Fakultas Ilmu Tarbiyah dan

Keguruan, UIN Sunan Kalijaga Yogyakarta, 2017

Tim Penyusun, Instrumen & Penilaian magang III,

Laboratorium Pendidikan Fakultas Ilmu Tarbiyah dan

Keguruan, UIN Sunan Kalijaga Yogyakarta, 2017

Tim Penyusun, Panduan Magang I, Laboratorium

Pendidikan Fakultas Ilmu Tarbiyah dan Keguruan,

UIN Sunan Kalijaga Yogyakarta, 2017

Tim Penyusun, Panduan Magang III, Laboratorium

Pendidikan Fakultas Ilmu Tarbiyah dan Keguruan,

UIN Sunan Kalijaga Yogyakarta, 2017

Tim Penyusun, Pedoman PKL I (Praktik Kerja Lapangan

Integrtatif) Tahun Akademik2013/2014, Fakultas Ilmu

Tarbiyah dan Keguruan (FITK) Universitas Islam

NegeriMaulana Malik Ibrahim, Malang, 2013

Tim Penyusun, Pedoman Praktik Kerja Lapangan,

Fakultas Ilmu Tarbiyah dan Keguruan, Univeristas

Islam Negeri Maulana Malik Ibrahim, 2016

An Analysis of Students’ Pedagogical Competence in the Professional Placement of PGMI in Indonesia

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