CD Tesis

Pengaruh Konsep Diri Dan Motivasi Berprestasi Guru Terhadap Kompetensi Pedagogik Guru SMA Negeri Kecamatan Pinggir Kabupaten Bengkalis

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Teachers are one of the elements in the field of education who must play
an active role and place their position as professionals in accordance with the
demands of a growing society. The teacher is a resource element that greatly
determines the success of education in schools, because the teacher is a human
element that is very closely related to students in daily education efforts at school.
Pedagogic competence is the ability of teachers to manage learning.
There are several important factors that influence the increase in teacher
pedagogic competence, namely self-concept, achievement motivation, academic
supervision of the principal, school climate and school culture. This ability will
certainly affect the motivation of teachers. Motivation is an activity to encourage
students both internally and externally in activities to make changes to students'
attitudes and behavior. The behavior that exists in a person within the framework
of motivation as a management concept is caused by a need.
The problem in this study is that there are indications that teachers are
still experiencing difficulties in making learning administration by 85%, then 75%
of teachers design RPP syllabus and the curriculum used in each semester is only
replaced by year, then the teacher's achievement motivation is still low, it can be
seen that there is no Pinggir District Senior High School teacher, Bengkalis
Regency who won in the Riau Province Achievement Teacher Competition in
2022
The purpose of this study was to analyze (1) how much positive and
significant self-concept influence on the pedagogical competence of teachers at
SMA Negeri Pinggir District, Bengkalis Regency, (2) how much positive and
significant influence achievement motivation had on the pedagogical competence
of teachers in SMA Negeri Pinggir District, Bengkalis Regency (3 ) how much
positive and significant influence the self-concept and achievement motivation of
teachers have on the pedagogic competence of teachers in SMA Negeri Pinggir
District, Bengkalis Regency.
The research approach used in this study is a quantitative research
approach. This study will explain the relationship between independent variables
and dependent variables and look for whether or not there is a relationship
pattern or influence between self-concept variables and achievement motivation
on teachers' pedagogic competence. Then the population in this study were all
teachers of SMA Negeri Pinggir District, Bengkalis Regency as many as 130
people. Based on the calculation results, the sample set in this study amounted to
98 teachers. The data analysis techniques used in this study were 1) quantitative
descriptive analysis test, 2) classical assumption test, 3) partial t test, 4)
simultaneous F test.
The results of the study obtained several conclusions as follows: 1.)
Regarding the pedagogic competence (Y) of Pinggir District Senior High School
teachers, the influence of which was 40.70% with a moderate interpretation,
xv
because there were still 59.30% determined by other factors that were not part of
the research. of this research. This effect is illustrated by every one unit increase
in the self-concept variable (X1) which will be followed by an increase in
pedagogic competence (Y) of 0.528 one unit, 2) There is a significant influence
between the achievement motivation variable (X2) on pedagogic competence (Y),
and the magnitude of the effect is 44.50% with a low interpretation, because there
is still 55.50% determined by other factors that are not part of this study. This
effect is illustrated by every one unit increase in achievement motivation with an
increase in pedagogic competence of 0.568 one unit, 3) There is a significant
influence between self-concept variables (X1) and achievement motivation (X2)
on pedagogic competence (Y), which has a large effect 45 0.00% with a low
interpretation, because there are still 54.00% determined by other factors that are
not part of this study. This effect is illustrated by every one unit increase in selfconcept
(X1) followed by an increase in pedagogic competence (Y) of 0.265 one
unit with the assumption that the achievement motivation variable (X2) is fixed
and every one unit increase in achievement motivation (X2) is followed by an
increase in achievement motivation (X2). Pedagogic competence (Y) is 0.834 one
unit with the assumption that the self-concept variable (X1) is fixed. This means
that the higher the self-concept of the teacher, the better the pedagogic
competence as a teacher. This means that the teacher is able to improve selfconcept
including high efforts in physical aspects, psychological aspects, social
aspects, and moral aspects.
Key Words : Self-Concept, Achievement Motivation, and Pedagogic Competence

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2010247476

Penerbit

Pekanbaru : Universitas Riau – Pascasarjana – Tesis Administrasi Pendidikan., 2022

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2010247476

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

ADMINISTRASI PENDIDIKAN

Info Detail Spesifik

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Pernyataan Tanggungjawab

FATAH

Versi lain/terkait

Lampiran Berkas

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