Penelitian ini bertujuan untuk meng

Penelitian ini bertujuan untuk mengetahui bagaimana persepsi guru tentang kompetensi profesional guru bidang busana lulusan Unnes di SMK Negeri 6 Semarang. Penelitian dilaksanakan di SMK Negeri 06 Semarang. Populasi penelitian ini adalah guru bidang busana dengan jumlah 3 observer. Pengumpulan data yang digunakan adalah metode dokumentasi dan metode angket. Teknik pengambilan sampel yaitu sampling purposive dengan jumlah 12 guru bidang busana lulusan Unnes. Hasil penelitian menunjukkan bahwa persepsi guru tentang kompetensi profesional guru bidang busana lulusan Unnes di SMK N 6 Semarang memperoleh persentase 85,95% termasuk dalam kategori baik. Perincian setiap indikator kompetensi profesional guru bidang busana sebagai berikut:1) bahan ajar memperoleh persentase 11,14%, 2) perencanaan pembelajaran memperoleh persentase 11,24%, 3) pelaksanaan pembelajaran memperoleh persentase 20,87%, 4) abilitas guru memperoleh persentase 26,81% dan 5) refleksi diri memperoleh persentase 15,89%. Simpulan yang diperoleh bahwa kompetensi profesional guru bidang busana lulusan Unnes termasuk kategori baik. Saran dalam penelitian ini bahwa guru bidang busana untuk lebih meningkatkan pengembangan keprofesionalan yaitu pengembangan diri yang berupa Pelatihan atau Diklat Fungsional dan kegiatan kolektif seperti seminar, workshop, menulis artikel ilmiah.

Hasil (Inggris) 1:

This research aims to find out how the perception of the professional competence of teachers teachers graduate fashion Unnes field in SMK Negeri 6. The research was carried out in the CMS Land 06 Semarang. The population of this research is the fashion field with the number of teachers 3 observer. The data collection method used is the method of documentation and question form. The technique of sampling that is purposive sampling with a total of 12 teachers graduate fashion Unnes field. The results showed that the perception of the professional competence of teachers teachers graduate fashion Unnes field in SMK N 6 Semarang 85,95 earn a percentage% included in the category either. The details of every indicator of teacher professional competency areas of fashion as follows: 1) materials obtained percentage 11,14%, 2) planning the learning gained 11.24% percentage, 3) implementation learning gained 20.87% percentage, 4) abilitas teachers earn a percentage 26,81% and 5) self-reflection 15,89% percentage gain. Summary obtained that teacher professional competency areas of fashion graduates Unnes categories include both. Suggestions in this study that the fashion field teacher to further enhance the development of keprofesionalan i.e. self development in the form of training or Functional Training and collective activities such as seminars, workshops, writing scientific articles.

Hasil (Inggris) 2:

This study aims to determine how the teachers' perceptions about the professional competence of teachers in the field of fashion graduates Unnes SMK Negeri 6 Semarang. Research conducted at SMK Negeri 06 Semarang. The study population was a teacher with the number 3 fashion field observer. Data collection is documentation method and questionnaire method. Sampling technique is purposive sampling with a total of 12 teachers in graduate Unnes fashion. The results showed that the teachers' perceptions about the professional competence of teachers in the field of fashion graduates Unnes SMK N 6 Semarang obtain the percentage of 85.95% is included in both categories. Details of each indicator professional competence of teachers in clothing as follows: 1) instructional materials to obtain a percentage 11.14%, 2) learning plan to obtain a percentage of 11.24%, 3) implementation of learning to obtain the percentage of 20.87%, 4) abilitas teachers earn a percentage 26.81% and 5) self-reflection earn a percentage 15.89%. Conclusions obtained that the professional competence of teachers of fashion graduates Unnes including both categories. Suggestions in this study that teachers of fashion to further enhance the professional development that is self-development in the form of training or Functional Training and collective activities such as seminars, workshops, writing a scientific article.