CD Tesis

Pengaruh Kompetensi Dan Sikap Dalam Pemanfaatan Tik Terhadap Profesionalisme Guru Kimia Di Provinsi Riau

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This study aims to determine (1) the level of pedagogical competencies,
professional competencies and attitudes in the use of ICT to the professionalism of
chemistry teachers. (2) the differences of pedagogical competencies, professional
competencies and attitudes in the use of ICT to the professionalism of chemistry
teachers reviewed from the teacher demographics (3) the relationship of
pedagogical competencies, professional competencies and attitudes in the use of
ICT to the teachers’ professionalism (4) the influence of pedagogical, professional
and attitude competencies in the use of ICT to the professionalism of chemistry
teachers. This study was an associative research using quantitative approach and
survey method. The subjects were 157 people consisting of Chemistry teachers in
the High School of Pekanbaru City, Siak Regency, Pelalawan and Indragiri Hulu
Regencies. The results of an instrument trial to find out the validity and reliability
were carried out in 30 high school chemistry teachers of Kampar Regency which
produced the item-total correlation coefficient of Pedagogical Competencies,
Professional Competencies, Attitudes and Professionalism of teachers; moreover,
it was greater than rtable = 0.361, in which it implied that all items were declared
as valid. Whereas the Cronbach alpha coefficient of Pedagogical Competencies,
Professional Competencies, Attitudes and Teacher Professionalism was greater
than the alpha cronbach value of 0.5, in which it meant that the level of reliability
of the statement items for the variable studied was good (reliable). Furthermore,
it was based on the results of hypothesis testing using Path Analysis.
The data were analyzed descriptively using mean (average) and inferential
which used ANOVA test, Linearity test and Path Analysis. The results of the study
descriptively showed that (1) the level of pedagogical competencies in the use of
ICT with an average of 79.80 was in the sufficient category, professional
competencies in the use of ICT with an average of 53.54 was in the sufficient
category, attitudes in the use of ICT with an average of 40.72 was in the sufficient
category and the use of ICT to support the teachers professionalism with an
average of 35.16 was in the sufficient category. (2) there were significant
differences in pedagogical competencies, professional competencies and attitudes
in the use of ICT based on the aspects of school units, recent education,
employment status, and certification status. There were no significant differences
in pedagogical competencies, professional competencies and attitudes in the use
of ICT based on the gender, majors and teaching experience aspects. (3) there
was a linear relationship between pedagogical competencies in the use of ICT to
the teacher professionalism with a significance of 0,000. There was a linear
relationship of professional competencies in the use of ICT to the teacher
professionalism with a significance of 0,000. There was a linear relationship
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between Attitudes in the use of ICT to the teacher Professionalism with a
significance of 0,000. (4) Directly, there was a significant influence on
pedagogical competencies in the use of ICT to the Teacher's Attitude, in which it
was 0.002. There was a significant influence of professional competencies in the
use of ICT to the Teacher Attitudes, in which it was 0,000. There was a significant
influence of pedagogical competencies in the use of ICT to the Teacher
Professionalism of 0,000. There was a significant influence of professional
competencies in the use of ICT to the Teacher Professionalism of 0,000. There
was no significant influence of attitude in the use of ICT to the Teacher
Professionalism of 0.320. There was a significant influence of pedagogical
competencies through the teacher attitudes towards the teacher professionalism of
0.291. There was a significant influence of professional competencies through
teacher attitudes towards the teacher professionalism of 0.530. Indirectly, there
was an influence of pedagogical competencies through the teacher attitudes
towards the teacher professionalism of 0.0178. There was an influence of
professional competencies through the teacher attitudes towards the teacher
professionalism of 0.0556. The influence of total pedagogical competence through
teacher attitudes towards the teacher professionalism was 0.3088. There was an
influence of total professional competencies through the teacher attitudes towards
the teacher professionalism, in which it was 0.5856.
Keywords: : Pedagogical Competencies, Professional Competencies, Attitudes,
Utilization of Information and Communication Technology (ICT), Professionalism
of Chemistry Teachers

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

10 20. 220 (0004)

Penerbit

Pekanbaru : Universitas Riau – Pascasarjana – Tesis Ilmu Pendidikan Kimia., 2020

Deskripsi Fisik

xvi, 233 hlm,; ill.: 29 cm

Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

10 20. 220 (0004)

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PENDIDIKAN KIMIA

Info Detail Spesifik

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Pernyataan Tanggungjawab

FATAH

Versi lain/terkait

Lampiran Berkas

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