Riau, UIN NEWS Online– Historically, the birth of undergraduate level (S1) Madrasah Ibtidaiyah Teachers Education Program (PS PGMI) in 2007 was based on a need for a lack of Class Teachers in Islamic Primary School (MI).

This was conveyed by the Chairman of PGMI Indonesia Professor Lecturer (PD) PGMI Dr Fauzan MA at the Consortium of PS PGMI at Tarbiyah Faculty and UGG Department UIN Sultan Syarif Kasim (UIN Suska), Pekanbaru, Riau.

“In the perspective of the National Education System Law and Regulation of the Minister of National Education No. 16/2007 on Teacher Competency and Qualification, the position of PS PGMI is the same as the Primary School Teacher Education (PGSD) in preparing the classroom teacher candidates,” Fauzan said in a consortium activity themed ” Integrity of PGMI in the Development of Islamic MI / SD Teachers Through KKNI-Based Curriculum “.

The two PSs, continued Fauzan, demanded a competency of classroom teacher candidates focusing on strengthening pedagogic competency, soft skills (both private and part of the broad masses), as well as the strengthening of teaching materials.

Fauzan describes the content of professional, prospective classroom teachers are required to master five subjects, namely Indonesian, Civics, Social Studies, Science and Mathematics MI / SD; and fun learning.

“This condition is clearly different from the demands of candidate subjects (eg PAI) which only focus on the study of Islamic Religious Education,” added the Vice Dean for Student Affairs Alumni and Cooperation FITK UIN Jakarta.

According to him, between PGMI and PGSD have the same goals with different characteristics, which both want to give birth to a professional class teacher candidate. In the context of PGMI, there is a special feature that PGSD does not possess, namely the strengthening of Islamic values ​​that are integrated into the habituation of the recovery activity, the use of reference material sources, or on the governance of the administration system.

The strengthening of Islamic values, he added, should not be synonymous with the addition of the number of credits of Islamic subjects that are too dominant, for fear of reducing the substance of the contents of the five maples MI / SD. Suppose that the number of Islamic religious courses also remains, only as a characteristic (maximum of 10 credits), not to provide the reinforcement of Islamic religion for the Candidate of Religious Teachers.

Related to teacher competence, Fauzan quoted the Australian Journal of Teacher Education, Vol. 36, 4, April 2011 from the Australian Institute for Teaching and School Leadership (AITSL) that sets the Teacher Competency Standards on seven keys.

First, know how students learn, second to know the contents of the material and how to teach it, the third is on how to plan the effective learning methods, the fourth are by using the environment as a part of learning, the fifth, by doing an evaluation process and provide any feedback to the students, the sixth, follow the learning activities professionally through research, inservice training; and lastly work together professionally with peers, parents / guardians and community members.

“Competence is certainly applicable to all teachers, especially for classroom teachers who will deal with students of MI / SD age,” said Fauzan in front of the Head of Prodi PGMI PTKIN from all across Indonesia.

He thinks that age is a growth and development phase that has a very fundamental role, involving physical, mental / spiritual, cognitive, morality, language, emotional, and social development that requires extra skills of a classroom teacher, especially in the ability to apply soft skill through process learning.

In addition to strengthening teaching skills and teaching material content, Fauzan asserted that Candidate Class Teachers should also have additional competencies while teaching, including mastery of musical instruments for MI / SD age standards, singing, visual and drawing, and scouting skills as activities that can shape positive characters of learners.

At the end of his presentation, Fauzan concluded that in line with the change of KKNI-Based PS Curriculum, through the forum of PGMI Indonesia’s Lecturers Association strives to conduct the national standardization process, especially concerning the similarity of graduate profiles that focus on preparing prospective classroom teachers, teaching materials and basic education researchers, learning outcomes, especially to achieve the main profile and similarity of use of teaching materials in the field of five subjects developed by lecturers of PGMI Indonesia

“Thus, the expected content will fit the needs,” he said.

Fauzan also informed that PD PGMI Indonesia also accommodate lecturers in academic / non-academic field through www.adpgmiindonesia.com and Journal of Madrasah Ibtidaiyah Education. (usa-rs)

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