Model Pembinaan Guru Matematika yang Telah Disertifikasi SMP di Kota Yogyakarta

Abstract

The purpose of this study is to determine the factual development models for mathematics teachers and to create a conceptual model for the development of mathematics teachers who are already certified junior high school in the city of Yogyakarta. This preliminary step in Research and Development is to create a conceptual model using a descriptive qualitative approach. This study also highlights the need for coaching model of interest to teachers. The results are: Class climate average of 66.76 with a medium tendency, self-assessment of teachers with an average of 174 in a low inclination, professional competence with a mean of 43.695 in a very low tendency. The study also shows that the coaching model of interest is the teacher training model, namely mathematics coaching program (MCP). School principals assess that the social competence tendency and social competence are very high, the pedagogic tendency is medium and professional inclination is high. In this coaching model, math teachers are given the opportunity to present issues related to mathematics learning in discussion and under guidance. At the end of each meeting teachers are asked to implement an alternative model of learning problem-solving in the field. The implemented learning models are then evaluated to see their effectiveness. In the next coaching meeting, the results of these observations are discussed.

Keywords: teachers’ competence, teacher development, MCP