CRITICAL BOOK REPORT

TEACHING PROFESSION FOR THE 21ST CENTURY &

THE RIGHT TO EDUCATION AND TEACHING
PROFESSION
Disusun untuk memenuhi tugas mata kuliah Profesi Pendidikan
Dosen Pengampuh Mata Kuliah : Drs. Robenhart Tamba, M.Pd

FADLI AGUS TRIANSYAH

7153144010
ADP Reguler B

FAKULTAS EKONOMI

PRODI PENDIDIKAN ADMINISTRASI PERKANTORAN

UNIVERSITAS NEGERI MEDAN

TP.2017/2018
 KATA PENGANTAR

Puji syukur kami panjatkan kepada Tuhan Yang Maha Esa atas berkat dan
rahmatnya penulis bisa menyelesaikan critical book Profesi Pendidikan.

Penyusunan critical book ini penulis menyadari bahwa kelancaran penulisan

critical book adalah berkat bantuan dan motivasi dari berbagai pihak. Oleh karena
itu penulis ingin menyampaikan terima kasih kepada pihak-pihak yang telah
membantu dalam kelancaran penulisan critical book ini.

Dalam penulisan critical book ini, penulis telah berusaha menyajikan yang
terbaik. Penulis berharap semoga critical book ini dapat memberikan informasi
serta mempunyai nilai manfaat bagi semua pihak.

Medan, 15 April 2018

Penulis

i
 DAFTAR ISI

KATA PENGANTAR ........................................................................................................ i

DAFTAR ISI...................................................................................................................... ii
BAB I PENDAHULUAN .................................................................................................. 1
IDENTITAS BUKU I ..................................................................................................... 2
IDENTITAS BUKU II .................................................................................................... 3
BAB II ISI BUKU ............................................................................................................. 4
BUKU I ........................................................................................................................... 4
KESIMPULAN BUKU I .............................................................................................. 10
ISI BUKU II .................................................................................................................. 12
KESIMPULAN BUKU II ............................................................................................. 15
BAB III PEMBAHASAN ............................................................................................... 16
KELEBIHAN DAN KELEMAHAN BUKU I ............................................................. 16
KELEBIHAN DAN KELEMAHAN BUKU II ............................................................ 17
PERBANDINGAN KEDUA BUKU ............................................................................ 18
REKOMENDASI TERHADAP BUKU ....................................................................... 19
BAB IV PENUTUP ......................................................................................................... 20
DAFTAR PUSTAKA ...................................................................................................... 21

ii
 BAB I
PENDAHULUAN

A. LATAR BELAKANG

Pendidikan pada hakekatnya adalah upaya yang dilakukan membantu

perkembangan peserta didik. Oleh karena itu pendidikan perlu disesuaikan dengan
proses dan tahapan perkembangan. Artinya, penyelenggaraan pendidikan
didasarkan pada pengetahuan perkembangan khas individu dalam rentang usia
(ketepatan usia) dan keunikan anak (ketepatan individual).

Pendidikan pada hakekatnya adalah upaya yang dilakukan oleh seorang

pendidik untuk membantu perkembangan peserta didik dan membantu membentuk
serta mengembangkan nilai – nilai, sikap, moral, pengetahuan dan keterampilan
tertentu dari generasi sebelumnya kepada generasi berikutnya. Oleh karena itu
pendidikan perlu disesuaikan dengan proses dan tahapan perkembangan.

Pendidikan memang tidak bisa dilepaskan dari Profesi guru. Sumbangsih

Profesi guru terhadap pendidikan sangatlah besar. Kegiatan pendidikan, khususnya
pada pendidikan formal, seperti pengembangan kurikulum, Proses Belajar
Mengajar, sistem evaluasi, dan layanan Bimbingan dan Konseling merupakan
beberapa kegiatan utama dalam pendidikan yang di dalamnya tidak bisa dilepaskan
dari Profesi guru. Disinilah pentingnya penguasaan Profesi pendidikan bagi para
tenaga pendidik dan disinilah pentingnya peran seorang guru dalam dunia
pendidikan.

B. TUJUAN
Penulisan critical book report ini bertujuan untuk menambah wawasan
pembaca maupun penulis mengenai Profesi pendidikan yang meliputi konsep
dan prinsip-prinsip Profesi pendidikan.

C. MANFAAT
Penulisan critical book report ini diharapkan dapat memberikan manfaat
baik secara praktis maupun secara teoritis dalam pembelajaran Profesi pendidikan.

1
 IDENTITAS BUKU I

Judul Buku : Teaching Profession For The 21st Century

Penulis : Vlasta Vizek Vidovic & Zoran Velkovski

Penerbit : Centre Education For Policy

Tahun Penerbit : 2013

Cetakan : Pertama

ISBN : 978-86-87753-09-9

Jumlah Halaman : 96 halaman

2
 IDENTITAS BUKU II

Judul buku : The Right To Education And Teaching Profession

Penulis : Irina Bokova, Guy Ryder, Anthony Lak, Helen Clark &

Fred van LEEUWEN

Penerbit : UNESCO Education Sector

ISBN : ED-2015/WS/28

Cetakan : Pertama

Tebal buku : 149 Halaman

3
 BAB II
ISI BUKU

BUKU I
Chapter 1

THE TWENTY-FIRST CENTURY PROFESSIONAL

The forces which are shaping twenty-first century economies and societies
also pose significant and sustained challenges for school education. Technological
advances are changing fundamentally the nature of both work and leisure and
contributing to societal shifts already affected by migration and demographic
change. The skills required of the twenty-first century workforce are changing and
increasingly associated with the creative use of technology. Far from being immune
to such forces, education lies at the heart of any response to this challenging context.
Twenty-first century teachers must help to equip future generations to thrive in an
environment of fast, continuous and fundamental change and must themselves
capitalise on the potentially farreaching implications for teaching and learning. At
the same time, across the world, there has been a growing acceptance of the
importance of school education for individual and collective wellbeing, social
cohesion and economic success. The politics of education have moved to centre
stage and many governments now promote the kind of innovations in education
which they believe will give their countries a competitive advantage and meet the
twenty-first century needs and challenges of their citizens. “Teachers Matter”, a
2005 report from the OECD (OECD, 2005), drew together a wide body of research
evidence which suggested that teacher quality was one of the most significant
factors affecting successful student learning. This conclusion perhaps represents the
policy direction most likely to lead to substantial gains in school performance.
Similarly, in 2007, the McKinsey Corporation published a highly influential report
(McKinsey, 2007) which reinforced the centrality of teacher quality in the world’s
best performing school systems. It claimed that, over three years, learning with a
high-performing teacher instead of a low-performing teacher can make a 53
percentile difference in student achievement. That report memorably concluded that
the quality of an education system cannot exceed the quality of its teachers.

4
 The evidence and argument above establishes the centrality of high quality
teaching to successful learning and this in turn requires skilled and well-educated
teachers who continue to grow and develop professionally throughout their careers.
The challenge is to be clear about what we mean by good teaching and good
teachers and to create suitable tools to support consistent high quality across the
teaching force. Teaching should be recognised as both complex and challenging,
requiring high standards of professional competence and commitment. The need for
a stronger focus on teacher knowledge, skills, values and dispositions is a feature
of the developing thinking across the world. The European Commission, for
example, in a 2004 statement (Common European Principles for Teacher
Competences and Qualifications, 2004) identifies the need for teachers to have
extensive subject knowledge, a good knowledge of pedagogy, the skills and
competences required to guide and support learners, and an understanding of the
social and cultural dimension of education.

Evidence suggests that externally-imposed educational change has only

limited impact. John Hattie’s meta-analysis of research evidence (Hattie, 2009)
suggests that up to eighty-five per cent of teachers are resistant to changing their
existing practice. An individual teacher’s past and current experience is very
powerful in determining their day-to-day practice in the classroom. Hattie
concludes that the moves to use accountability, government pressure and other
forms of compulsion are rarely effective. Yet Wikman’s research (Wikman, 2010)
suggests that much of teacher knowledge is tacit, intuitive, situation bound and the
result of chance. Strategies for teacher learning may be integral to sustained
improvement in education but much of what a teacher does is rooted in tradition,
experience and context and is not commonly articulated by teachers themselves in
ways which promote informed debate.

5
 Chapter 2
FRAMEWORK OF TEACHER COMPETENCES – ATEPIE APPROACH

The Framework of Teacher Competences developed within the ATEPIE

project is based on a constructivist approach to learning. In this learner-centred
approach, teaching is seen as a way of creating and providing stimulating
opportunities in which each learner constructs her/his own understanding of the
world by active involvement in the learning process. Hence, the traditional roles of
the teacher and the learner have changed. The teacher is no longer a transmitter of
information, nor is the learner a passive recipient who stores the isolated
information in long-term memory without understanding the meaning or
recognising its application outside of school. In the developmentally-appropriate,
learner-centred approach, while retaining ultimate responsibility for each student’s
learning, the teacher’s main task is to create opportunities and conditions for
optimal learning and development for each learner. In this way, the learner becomes
an active participant in the teaching/learning process and in the interaction with the
teacher and other learners in the classroom. Taking the constructivist approach as
the starting theoretical point and using relevant sources and examples of the best
international practice, the ATEPIE team of education experts developed the
Framework of Teacher Competences. This was accomplished in a number of steps,
with broad in and out of team consultations. During the first step, the concept of the
framework was discussed and clarified. The accepted working definition of
professional competence was derived from the Tuning project’s integrative concept
of competence (Gonzalez & Wagenaar, 2008). Accordingly, professional
competence could be described as a dynamic combination of knowledge, cognitive
and practical skills, attitudes and values which a person is capable of utilising in a
professional context. The next step was to determine the key areas and components
of teacher competence.

The process of developing the competence indicators has been highly

participatory, involving both educational experts and practitioners. It included
small-group work, consultations, and focus groups with teachers in each of the
participating countries. Through that process, the initial list of 109 items has been

6
reduced to 76 statements. The next step was obtaining teachers’ opinions on the
preliminary list. Three focus groups with a total of 30 class and subject teachers
from all participating countries were organised in order to check the understanding
of the statements as well as to rate their relevance for the successful performance
of teaching tasks. The teachers did not have any difficulty with understanding any
of the items. Furthermore, they estimated the items as being highly relevant to their
work. The consultations were expanded via the questionnaire (see Appendix 3) in
which the teachers were asked to rate the importance of each item for effective
teaching performance. The questionnaire was applied to a convenient sample of
teachers in each of the participating countries. The data analysis showed that
teachers perceive this framework as comprehensive and applicable to their practice
and that the offered indicators adequately reflect the particular aspects of a teacher’s
competence. Therefore, all 76 items have been kept in the final version of the
document.

Quality and effective educational practice is based on the firm belief that
every child is capable of learning and developing. A teacher needs to understand
how children learn and the developmental stages through which children progress
s as well as individual differences among children to ensure that each child develops
to her/his full potential and develops the capacity for lifelong learning. A teacher
should be able to create a learning environment and engage children in a learning
process that recognises and builds on the capabilities, interests, needs and other
characteristics of each young person. S/he should also understand how individual
differences affect the learning process. Most importantly, a quality teacher believes
that learning occurs in an environment where children feel safe, accepted and
respected and that effective learning depends on a climate of mutual respect and on
the teacher modelling a positive attitude toward learning. A quality teacher treats
each child with respect and reflects on her/his own beliefs, attitudes and actions in
the classroom. A teacher must help children to respect each other and to perceive
individual differences as assets and opportunities for learning.

7
 Chapter 3
FRAMEWORK OF TEACHER COMPETENCES – REGIONAL
OPPORTUNITIES

The dynamics of globalisation that have engulfed the world have visibly
changed the approach to reforming education systems. The convergence of the
national and the international, the need for a quality and creative workforce, the
development of the economy and of the culture of living, and the improvement in
the quality of the education offered have highlighted the importance and the new
role of the teacher in the integrative processes throughout the world. Therefore,
programmes for the improvement and modernisation of teachers’ qualifications
positioned on new standards of work have emerged as significant imperatives.

Despite the number of interventions undertaken in the countries in the

regionin the area of education in recent years, the processes of teaching and learning
still display weaknesses, such as the “lecture” type of teaching that still prevails in
the work with students. Memorising is still nurtured and encouraged instead of
learning with understanding and/or learning by way of problem solving; obedience
is still preferred to critical reflection and passivity to creativeness and activity;
frontal work dominates over interaction; the use of modern teaching aids is still
scarce and IT systems are still insufficiently used, etc.

The need to satisfy the standards of compatibility, contemporariness and

efficiency of educational practice reaffirms the question of a scientifically
elaborated global approach to the issue. Improving quality, especially the quality of
the teaching process, necessitates new directions, which the creation of education
policies in the countries in the region must undoubtedly follow. In this sense, all
pedagogical workers, especially teachers, find themselves at the centre of
contemporary endeavours for improvement in the quality and efficiency of
pedagogical work. The requirements that emanate from the role of the teacher bring
to the forefront her/his qualifications, i.e.,the abilities to respect, recognise and
implement the latest developments in educational theory and practice.

8
 The evolving nature of education requires a creative educator, with
fundamental knowledge in her/his scientific field and sound and appropriate
pedagogical and didactical-subject knowledge, skills and abilities.

In light of the fact that formal certificate-awarding education can hardly

keep up with the dynamics of the new needs and of change, and of the speed with
which knowledge becomes outdated (acquired during formal professional
development), the need for a new architecture of the system for initial professional
development training and a system for professional development of the teacher is
more than evident.

The ATEPIE model of teacher competences is universally applicable in all

countries participating in the project. It is written in a clear and straightforward
manner, which makes it readily understandable for all teachers, regardless of the
education tier and of the type of educational institutions in which they work, or
which subject or module they teach.

This framework of competences is aimed at all teachers, education

practitioners, education and learning experts, directors/principals and managers of
educational institutions, education advisers, and education state and professional
bodies. This document complements initiatives which have been already
undertaken or which are on-going in the countries in the region for developing and
supplementing the National Qualifications Frameworks. The Regional Framework
of Teacher Competences (FTC) is expected to assist in overcoming existing
shortcoming in the systems of education and the professional development of
teachers in the countries in the region, instilling new quality in this field with clear
national and international compatibility.

Education is a dialectic process, conditioned by numerous and diverse

factors, among which education professionals (pre-school teachers, school teachers,
pedagogical support staff) stand out on account of their importance. In essence,
provided that all basic preconditions have been met, it depends mostly on them to
what extent and how reform ideas are to be carried out.

9
 KESIMPULAN BUKU I

Publikasi "Profesi Mengajar untuk Abad 21" telah disiapkan dalam proyek
"Memajukan profesionalisme guru untuk pendidikan inklusif, berkualitas dan
relevan" (ATEPIE) yang dilaksanakan selama 2011/2013 oleh Pusat Kebijakan
Pendidikan (CEP) bekerjasama dengan Pendidikan Mendukung Program Open
Society Foundations (ESP / OSF). Proyek ini dibangun atas kerja Yayasan Open
Society Nasional dan proyek ESP yang didukung di Eropa Tenggara yang bertujuan
untuk memperkuat peran guru dalam memastikan inklusi dan kualitas pendidikan
di negara-negara Balkan Barat. Ini adalah hasil dari upaya kolaboratif oleh spesialis
pendidikan dari Bosnia dan Herzegovina, Makedonia, Montenegro dan Serbia
dengan dukungan para ahli internasional di lapangan dan tim proyek CEP. Ada
bukti yang semakin kuat bahwa guru memainkan peran penting dalam memberikan
pendidikan inklusif yang berpusat pada anak, berkualitas, yang akan
mempersiapkan setiap anak untuk yang terbaik dari potensinya untuk hidup dan
bekerja di masyarakat modern. Namun, ada keterputusan antara aspirasi kebijakan
pendidikan guru dan praktik sebenarnya. Penelitian terbaru menunjukkan bahwa
guru tidak berpendidikan memadai, didukung dan didorong untuk mengembangkan
keterampilan, pengetahuan, rasa panggilan dan inspirasi bersama untuk mengejar
keadilan sosial melalui pendidikan (Pantić, Closs & Ivošević, 2011). Tidak ada
suara guru yang kuat dalam pengembangan kebijakan pendidikan atau tata kelola
sekolah dan inisiatif guru jarang diakui (Pantić & Čekić, 2012). Ada kebutuhan
untuk mengembangkan pemahaman umum tentang pengetahuan, keterampilan, dan
nilai-nilai yang seharusnya dimiliki oleh guru abad kedua puluh satu. Negara-
negara Balkan Barat berada pada tahap yang berbeda dalam mengembangkan
standar untuk profesi guru, prosedur perizinan guru, mendefinisikan hasil
pembelajaran untuk pendidikan guru dan pengembangan profesional, menetapkan
standar masuk untuk profesi dan kemajuan karir, dan memperkenalkan mekanisme
jaminan kualitas untuk pendidikan guru dan pengembangan profesional . "Mengajar
Profesi untuk Abad ke-21" adalah upaya bersama untuk menanggapi tantangan di
atas. Ini berisi empat bab dan lampiran. Bab pertama menjelaskan pentingnya
pengembangan profesional guru dan pengaturan ekspektasi untuk profesi mengajar.

10
Ini menyajikan beberapa contoh pengalaman internasional dalam mengembangkan
standar, konteks regional yang terkait dengan profesi guru dan gambaran singkat
tentang perkembangan saat ini dalam mengembangkan standar di negara-negara
yang berpartisipasi.

Fitur utama dari publikasi ini adalah Kerangka Kompetensi Guru (FTC)
yang disajikan dalam Babak kedua. Ini telah dikembangkan melalui kerja sama
regional, berbagi pengetahuan dan praktik, dengan mempertimbangkan bukti-bukti
berbasis penelitian yang ada dan yang baru diperoleh tentang profesi guru dan
perkembangan terbaru Uni Eropa dan internasional mengenai guru. Para guru dari
masing-masing negara di atas telah terlibat secara terpusat dalam mengembangkan
kontennya. Bab ketiga berfokus pada implikasi regional dari Kerangka Kompetensi
Guru sementara Perspektif Negara dan kemungkinan penggunaan FTC diberikan
dalam Bab Empat. Kuesioner untuk konsultasi dengan guru serta hasil analisis dan
kelompok fokus disajikan dalam Lampiran. Publikasi ini ditawarkan sebagai
dokumen regional menyeluruh yang akan berkontribusi, memperkuat dan / atau
menambah dimensi yang hilang dalam dokumen nasional terkait untuk guru dalam
pendidikan dasar dan menengah. Ini bertujuan untuk membantu menjembatani
setiap hubungan antara kebijakan dan praktek pendidikan guru. Ini dapat digunakan
sebagai pedoman untuk menetapkan kerangka kualifikasi nasional (NQF) yang
mewujudkan pengetahuan, kualitas, nilai-nilai dan komitmen terhadap hak asasi
manusia dan keadilan sosial yang harus dimiliki para guru jika semua murid mereka
harus diperlengkapi untuk kehidupan di seluruh duapuluh abad pertama.

11
 ISI BUKU II

Chapter 1

ANALYSIS OF MEASURES REPORTED WITHIN THE FRAMEWORK

OF THE EIGHTH CONSULTATION

A significant majority – close to 80 per cent – of the reports submitted within

the framework of the Eighth Consultation of Member States on the implementation
of the 1960 UNESCO Convention and Recommendation against Discrimination in
Education describe measures taken to support the teaching profession. It is
commonly assumed that, in order to ensure a good quality teaching and learning,
teachers should be well supported, motivated and trained. The high number of
countries presenting concrete measures adopted in this regard is a strong indication
that improving the conditions of teachers has become a growing area of attention
and action by Member States.

From the analysis of reports, it emerges that, while they may be confronted
to specific and various challenges, countries have adopted quite similar approaches.
Many countries have reported efforts to strengthen policy frameworks and
innovative programmes to enhance the status of the teaching profession, including
better salaries, incentives and sustained career support. More attention has also been
paid to the working conditions of teachers and to the environment in which they are
teaching. Another fundamental aspect of teachers’ status is the quality of their
education. In that regard, extensive efforts have been undertaken by countries to
generalize and improve teacher qualifications and professional development. Last
but not least, a number of countries provide interesting examples of improved
monitoring mechanisms and good practices involving the teaching profession.

The important number of measures adopted by Member States witnesses the

growing realization that enhancing the status of the teaching profession is essential
to improve the attractiveness of the profession and ensure the retention of the
existing staff. Indeed adequate salaries and low status are often among the most
frequent factors of demotivation and dissatisfaction for teachers.

12
 Chapter 2

Country Factsheets

The purpose is to enhance student teachers’ interest, enquiry and discovery

through contact with scientifi c issues and problems in places in various parts of the
country that form part of the cultural heritage or have interesting natural features.
The importance of the camps lies in bringing students closer to the processes
entailed in building scientifi c knowledge and the various related social and
contextual factors in an environment of scientifi c exploration conducive to
discovery and empirical and intellectual research. The goal was to conduct training
experiments so that, during their studies, students could experience other forms of
interaction with teachers, scientists and peer groups in scenarios of high educational
value, as an alternative to the classroom and classroom training.

The main functions of the National Institute, set out in the National
Education Act (No. 26.206), are to plan and implement policies for initial and in-
service teacher training, stronger links between the teachertraining system and the
education system, curriculum development, research, initial and in-service training
plans and programmes and the implementation of regulations required for the
organization of the system.

The goal of professional development is to boost linkages between teacher

training and other levels of the education system. For that purpose, work-study
arrangements are being made to give in-service training opportunities to teachers in
higher education institutes and to teachers in schools at the educational levels for
which they have been trained, thus combining various in-service training
approaches that systematically meet schools’ needs for pedagogical practices.

A policy on increasing the salaries of pedagogues is carried out to increase

interest in the teaching profession and to improve the quality of education in the fi
eld of general education.

Throughout the past ten years, teachers’ salaries have been increased by
nearly 160 per cent. Every year, the best teachers are awarded by the Prime Minister
of the Republic of Armenia and the Ministry of Education and Science of the

13
Republic of Armenia during the contests for “The Best Teacher of the Year”, “The
Best Principal of the Year” and “The Best Educator of the Year”. The Government
of the Republic of Armenia has set additional payments for teachers of general
education schools in the borderline, highland and mountainous residential areas.

In compliance with the introduction of the 12-year system of education, the

training of teachers in the provinces of the Republic of Armenia and Yerevan is
carried out for computer literacy, as well as new curricula, the system of assessment
and new teaching methods. Branches of the National Institute of Education have
been established in all provinces of the Republic and 52 school-centres have been
selected to ensure the large-scale training process. The volume of teacher training
has been expanded. Whereas until 2003 only 4-5% of teachers underwent training,
since 2005, that number has gone up to 20%, providing the opportunity to ensure a
5-year period of training for the entire teaching staff.

14
 KESIMPULAN BUKU II

Mayoritas yang signifikan - hampir 80 persen - dari laporan yang

disampaikan dalam kerangka Konsultasi Kedelapan Negara Anggota mengenai
implementasi Konvensi UNESCO tahun 1960 dan Rekomendasi terhadap
Diskriminasi dalam Pendidikan menjelaskan langkah-langkah yang diambil untuk
mendukung profesi guru. Umumnya diasumsikan bahwa, untuk memastikan
pengajaran dan pembelajaran yang berkualitas baik, guru harus didukung,
dimotivasi dan dilatih dengan baik. Tingginya jumlah negara yang menyajikan
langkah-langkah konkrit yang diadopsi dalam hal ini merupakan indikasi kuat
bahwa memperbaiki kondisi guru telah menjadi bidang perhatian dan tindakan yang
berkembang oleh Negara Anggota.

Dari analisis laporan, muncul bahwa, sementara mereka mungkin

dihadapkan pada berbagai tantangan khusus, negara-negara telah mengadopsi
pendekatan yang sama. Banyak negara telah melaporkan upaya untuk memperkuat
kerangka kebijakan dan program inovatif untuk meningkatkan status profesi guru,
termasuk gaji, insentif, dan dukungan karir yang lebih baik. Lebih banyak perhatian
juga diberikan kepada kondisi kerja guru dan lingkungan tempat mereka mengajar.
Aspek mendasar lain dari status guru adalah kualitas pendidikan mereka. Dalam hal
itu, upaya ekstensif telah dilakukan oleh negara-negara untuk menggeneralisasi dan
meningkatkan kualifikasi guru dan pengembangan profesional. Last but not least,
sejumlah negara memberikan contoh menarik dari mekanisme pemantauan yang
ditingkatkan dan praktik-praktik baik yang melibatkan profesi guru.

Jumlah langkah-langkah penting yang diadopsi oleh Negara-negara

Anggota menyaksikan semakin berkembangnya kesadaran bahwa peningkatan
status profesi guru sangat penting untuk meningkatkan daya tarik profesi dan
memastikan retensi staf yang ada. Memang gaji yang cukup dan status yang rendah
sering menjadi salah satu faktor demotivasi dan ketidakpuasan bagi para guru.

15
 BAB III
PEMBAHASAN

KELEBIHAN DAN KELEMAHAN

BUKU I
KELEBIHAN

1. Paduan cover buku ini menarik, memungkinkan memikat minat pembaca

2. Pada buku ini di paparkan jelas bagaimana konsep Profesi Mengajar Untuk
Abad 21 mulai dari pentingnya pentingnya Profesi pendidikan hingga ruang
lingkup Profesi pendidikan
3. Buku ini memuat pendapat para ahli tentang konsep-konsep dalam prinsip
Profesi pendidikan
4. Buku ini menggunakan bahasa yang mudah di pahami dan mengerti
5. Dengan penyajian kalimat yang baik, pembaca dapat dengan mudah
memaknai setiap pernyataan pembelajaran
6. Bahasan yang sangat edukatif
7. Memuat data, informasi mengenai Profesi Pendidkan di abad 21 yang
mengikuti perkembangan zaman
8. Pembahasan materi yang dibahas di paparkan secara sistematis, mulai dari
pendahuluan hingga bagaimana pengembangan Profesi Pendidikan
9. Materi yang dibahas dalam buku ini sederhana tetapi sudah mencakup
secara keseluruhan mengenai konsep Profesi Pendidikan

KELEMAHAN

1. Tidak ada buku yang sempurna, buku ini juga memiliki kekurangan
2. Terdapat beberapa penulisan yang salah dalam pengetikannya atau berlebih
huruf dalam pengetikannya
3. Terkadang ada istilah asing yang tidak di cetak miring atau di cetak tebal.
4. Banyak menggunakan istilah asing yang ambigu atau kurang jelas
pemaparannya
5. Pada pembahasan yang memuat item seharusnya dibuat menurun sehingga
memudahkan pembaca dan menarik minat pembaca
6. Ada beberapa penjelasan yang kurang diperjelas oleh penulis

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 KELEBIHAN DAN KELEMAHAN
BUKU II
KELEBIHAN

1. Cover buku terlihat menarik

2. Bahasa dan diksi yang digunakan cukup bagus
3. Buku ini membahas dasar-dasar Hak Untuk Profesi Pendidikan, cocok
untuk pemula yang menekuni bidang ini terutama seorang guru dan buku
ini digunakan sebagai buku pegangan mahasiswa Unimed
4. Buku ini mendidik bagaimana persiapan seorang guru dalam menghadapi
peserta didik
5. Pembahasan yang disajikan banyak menggunakan dan menghubungkan dari
pendapat para ahli
6. Wawasan tentang perkembangan Profesi Pendidik luas dimuat dan
kompleks
7. Memuat informasi faktual yang menarik terutama bagi seorang guru

KELEMAHAN

1. Terdapat beberapa penulisan yang salah dalam pengetikannya atau berlebih

huruf dalam pengetikannya
2. Banyak mengulang informasi yang telah dijelaskan sebelumnya
3. Banyak menggunakan istilah asing yang ambigu atau kurang jelas
pemaparannya
4. Ada beberapa penjelasan yang kurang diperjelas oleh penulis
5. Terkadang ada istilah asing yang tidak di cetak miring atau di cetak tebal
6. Bahasa yang digunakan terkadang terlalu ilmiah dan sulit dimaknai

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 PERBANDINGAN KEDUA BUKU

1. Pada buku I awal materi pembahasan dibahas tentang bagaimana konsep

profesi pendidikan untuk abad 21 pada buku II awal pembahasan membahas
bagaimana hak untuk pendidikan dan mengajar profesi

2. Pembahasan dalam buku I lebih menggunakan bahasa yang sederhana dan

dapat dengan mudah di maknai pembaca, jika buku II juga bahasa yang
digunakan sederhana hanya saja ada beberapa maksud yang sulit untuk
dimengerti

3. Dalam sistematika penulisannya, buku I lebih menarik dibandingkan

dengan buku II

4. Ketiga buku ini menjelaskan bagaimana prinsip perkembangan Profesi

pendidikan untuk abad ke 21 serta implementasinya

5. Kedua buku ini juga menjelaskan bagaimana mengembangkan suatu

metode-metode yang digunakan dalam perkembangan Profesi pendidikan

6. Pada buku I lebih dijelaskan secara detail bagaimana proses perkembangan

Profesi untuk masa depan, sedangkan buku II tidak secara sfesifik
membahas itu

7. Buku I terdidri dari 4 (empat) chapter, sedangkan buku II terdiri dari 2 (dua)
chapter yang memaparkan tentang Perkembangan Profesi Pendidikan.

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 REKOMENDASI TERHADAP BUKU

BUKU I

Untuk buku I, sebaiknya lebih menyajikan informasi secara sederhana dan

sistematika penulisannaya juga perlu diperhatikan agar para pembaca dapat
menangkap informasi yang disajikan. Pengulangan informasi serta penggunaan
bahasa yang terlalu ribet sebaiknya menjadi bahan pertimbangan penulis untuk
melakukan perbaikan ke depannya. Untuk pemaparan materi yang lengkap
sebaiknya dipertahankan dan diharapkan agar informasi mengenai Perkembangan
Profesi Pendidikan Peserta Didik dapat bertambah lebih baik lagi.

BUKU II

Untuk buku II, sebaiknya dalam penulisan dan pembahasan materi

sistematika penulisan diperhatikan, ada beberapa bab yang memiliki pendahuluan
sedangkan bab yang lain tidak ada pendahuluannya. Pembahasan yang disajikan
juga sebaiknya lebih diperbarui kedepannya dan tidak banyak melakukan
pengulangan informasi serta tidak memuat kata-kata yang sulit dipahami.

UNTUK PEMBACA

Untuk para pembaca sebaiknya mengkoleksi kedua buku ini jika ingin
mempelajari bagaimana proses perkembangan profesi pendidikan yang mengikuti
perkembangan zaman.

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 BAB IV
PENUTUP

KESIMPULAN

Tenaga kependidikan adalah anggota masyarakat yang mengabdikan diri

dan diangkat untuk menunjang penyelenggaraan pendidikan. Sementara Pendidik
adalah tenaga kependidikan yang berkualifikasi sebagai guru, dosen, konselor,
pamong belajar, widyaiswara, tutor, instruktur, fasilitator, dan sebutan lain yang
sesuai dengan kekhususannya, serta berpartisipasi dalam menyelenggarakan
pendidikan.

Syarat-syarat profesi guru tersebut adalah mencakup: memiliki kualifikasi

pendidikan yang memadai, memiliki kompetensi keilmuan sesuai dengan bidang
yang ditekuninya, memiliki kemampuan untuk berkomunikasi dengan anak
didiknya, mempunyai jiwa kreatif dan produktif, mempunyai etos kerja dan
komitmen yang tinggi terhadap profesinya, melakukan pengembangan diri secara
terus menerus melalui organisas profesi, internet, buku, seminar, dan semacamnya

SARAN

Untuk para guru hendaknya mempelajari dan memahami bagaimana

perkembangan Profesi Pendidikan. Kemampuan seorang guru akan mempengaruhi
bagaimana tujuan pembelajaran dapat tercapai.

20
 DAFTAR PUSTAKA

Vlasta Vizek Vidovic & Zoran Velkovski. 2013. Teaching Profession For The 21st
Century. Belgrade: Centre Education For Policy.
Irina Bokova, Guy Ryder, Anthony Lak, Helen Clark & Fred van LEEUWEN.
2014. The Right To Education And Teaching Profession. Faris: UNESCO
Education Sector

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