Development Of Class Teacher's Pedagogic Competency In The Implementation Of Learning Guidelines In Extraordinary Elementary School (EES)

Abstract

This research starts from the fact that learning nuanced guidance in Extraordinary Elementary Schools (EES) is still not much done so the purpose of this study is to find data about the competence of classroom teachers in implementing guidance nuanced learning in EES. This study uses a quantitative approach with descriptive methods with the number of respondents as many as 34 teachers. Areas that are indicators of the competence of classroom teachers in the implementation of instructional nuances in EES are developing learning activities that educate, and understand and develop the potential of students. The results showed that in developing learning activities that educate most are in the category of less competent, a small portion competent, very competent and the rest are not competent. The ability to understand and develop the potential of students shows that most are in the competent category and the rest are in the category of less and not competent. Based on the data obtained in the results of the study indicate that the competence of EES classroom teachers in developing learning activities that educate, and understand and develop the potential of students has not shown maximum competence so that they still need development assistance using various techniques, methods, strategies, and appropriate approaches so that it can have implications effectively in organizing learning nuanced guidance in EES.