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| dc.description.abstract | Abstract: Ideally, the teachers have a mastery of theoretical and practical ability. But really, in early
observation, it is known that most of teacher, specially Islamic Studies (Pendidikan Agama Islam, PAI)
teacher of Junior High School (SMP) and Senior High School (SMA) in Sukoharjo regency is different
to ideal concept above. The background above support us to research about: (1) How is about teacher’s
teaching philosophy, teaching preparation, formulation of learning objectives, learning resources,
and media, and (2) How is attitude and assessment of students to the teacher performance. The aim of
this research is to know about teacher’s teaching philosophy, formulation of learning objectives, teaching
preparation, learning activities, technique of evaluation, learning resources, and media, and also to
know about attitude and assessment of students to the Islamic Studies (PAI) teacher’s performance of
Junior High School (SMP) and Senior High School (SMA) in Sukoharjo regency. Beside that it aims to
design model of training service to the teachers. While this research benefit is to describe the condition
of the Islamic Studies (PAI) teachers and give solution to make-up the quality of the Islamic Studies
(PAI) teachers through an alternative model of training service to them. The subject of this research is
all of Islamic Studies (PAI) teachers of Junior High School (SMP) and Senior High School (SMA) in
Sukoharjo regency, the sample is determined by using random sampling technique. The criterion of
the sample relied on excellent, medium, and subordinate school in each district. The sample is selected
one school from each group, and each school is selected 1-2 teacher from class VII or VIII teacher
(SMP) and class X or XI teacher (SMA). Data are obtained by interview, questionnaire, and observation.
Finally, the data of observation and interview, also the data of questionnaire embraced in table of
data; than analyzed by percentage technique.This research can be concluded as follows:(a) Islamic
Studies teachers teach conventionally in Sukoharjo regency; (b) The most teachers don’t design the
syllabi and Planning of Teaching (Rencana Pelaksanaan Pembelajaran, RPP) themselves; (c)Lecturing
strategy is dominant used by most of the teachers;(d)The teachers have known that evaluation must be
done in any domain of learning; they are cognitive, affective, and psychomotor. But really, they don’t
do that; and (e) The weakness on point a, b, c, d above is caused of lack of teacher skill development
and reference in designing classroom. | en_US |
