Rekrutmen Calon Guru menggunakan Asas Undang-undang No.20 tahun 2003 tentang guru dan tenaga pendidik

This slide is a discussion of teacher recruitment in accordance with Law No. 20 of 2003

1. Amaanatul Ummah Ponorogo Integrated Madrasah Ibtida'iyah as an Actualization of the National Education Law No.20 of 2003 concerning Educators and Education Personnel TEACHER RECRUITMENT

2. c an everyone be a teacher? The role of the teacher determines the success of the education process . Emulated teachers prioritize intellectuality, intelligence, communication skills, wisdom, and patience . Only some people can pursue the teaching profession well because if someone looks smart and intelligent, it does not determine the success of that person in becoming a teacher.

3. My research focuses on actualizing the Sidiknas Law No.20 of 2003 concerning educators and education personnel through recruiting and selecting prospective teachers at Amaanatul Ummah Integrated MI Ponorogo .

4. MITAU Amaanatul Ummah Integrated Madrasah Ibtidaiyah is a favorite formal education institution in Kauman District, Ponorogo Regency. The community's favorite nomination certainly brings opportunities and challenges for the madrasah. Madrasahs are required to provide maximum output for the community . Several factors, including educators and education personnel, influence the total result. Therefore, recruitment and strict selection of prospective teachers is a crucial agenda for Madrasah Ibtidaiyah Terpadu Amaanatul Ummah Ponorogo or MITAU.

5. MITAU prioritizes religion-based education in its curriculum. The curriculum in this madrasa combines pesantren education with the curriculum compiled by the Ministry of Religious Affairs (KEMENAG) . So it is not surprising that MITAU dares to take the step of full-day school to balance the actualization of its curriculum . Of course, this is a concern for the community. The community very well receives the value offered by MITAU. So from year to year, MITAU is always trusted by the community as a place of learning for their children.

6. According to Sidiknas Law No.20 of 2003 pasal 39 , educators and personnel are important educational resources. Educators have the task to plan and carry out the learning process , assess learning outcomes , conduct guidance and training , and conduct research and community service , especially for educators in higher education. Meanwhile, education personnel are tasked with carrying out administration , management , development , supervision , and technical assistance to support the education process.

7. As detailed by Fatah Yasin , educators have several tasks; Corrector , Inspirer , Informer , Organizer , Motivator , Initiator , Facilitator , Mentor , Demonstrator , Class Manager , Mediator , Supervisor , and Evaluator .

8. e ducator national Sidiknas Law No.20 of 2003 also states the requirements of educators. A teacher must have minimum qualifications and certification by the level of teaching authority, be physically and mentally healthy , and have the ability to realize national education goals .

9. An educator must have four competency standards regulated by Law No.14 of 2005 concerning teachers and lecturers. The four competencies include educators' pedagogical , personality , social , and professional aspects .

10. Pedagogical Competence is the ability to manage student learning, which includes understanding students, designing and implementing learning, evaluating learning outcomes, and developing Personality Competence is the ability to have a stable, mature, wise, and authoritative personality, be a role model for students, and have a noble character. Social Competence is the ability of educators as part of the community to communicate and associate effectively with students, fellow educators, education personnel, parents/guardians of students, and the surrounding community is the ability to master learning materials broadly and deeply that enables them to guide students to meet the competency standards set out in the national education standards. Professional Competence

11. MITAU RECUITMENT When undergoing recruitment, prospective teachers are tested through several stages. The first stage is the academic test . At this stage, prospective teachers are ensured to master their academic fields. As described in the Sidiknas Law above, a teacher must master a specific academic lot. The teacher's duty as an informer certainly requires him to be competent in the knowledge that will be conveyed to students.

12. MITAU RECUITMENT However, it is unique that MITAU does not categorize teachers based on their graduates . The focus of this madrasah is competence . If, at MITAU, there is a system that requires only linearity, then it is unfortunate for prospective teachers who are competent but not linear . In other words, MITAU opens opportunities for fresh graduates who are truly competent even though they are not linear with their scientific degrees.

13. MITAU RECUITMENT After passing, prospective teachers proceed to the micro-teaching test stage . At this stage, they are required to have the art of teaching . If they only master the material , it will be fatal . If they pass, they can proceed to the psychomotor test stage . At this stage, each teacher competes for potential. This is the stage that most determine prospective teachers' acceptance level. Because MITAU wants teachers who are not only smart and good at teaching but must be talented . Prospective teachers certainly have their tendencies, as well as skills. Some are good at art, some are good at tartil , some are sportspeople, and so on.

14. MITAU RECUITMENT One of the unique perspectives that MITAU has is at this stage. MITAU does not only consider psychomotor aspects as skills or talents prospective teachers possess. MITAU also looks at the manners teachers must uphold as the highest value in madrasah . After that, the prospective teachers will face the last stage, the interview . At this stage, MITAU establishes itself in recruiting prospective teachers and vice versa. This is important because many core points will significantly influence the teacher's performance. Small examples include madrasah conditions, madrasah culture, income, etc.

15. MITAU RECUITMENT The madrasah's desire for teacher standards is slowly being realized. Although it has a reasonably high standard, this will return to the good of the madrasah itself. MITAU's efforts in finding professional educators align with the Sidiknas Law No.20 of 2003 concerning educators and education personnel. Quite clearly, the intent contained in the law is aimed at realizing the goals of national education .

16. Undeniably, the quality of students as output, the quality of education , and the quality of the institution have been coiled in a chain tied to the quality of educators . Thus, educational institutions need to pay great attention to teacher recruitment and selection as an actualization of the Sidiknas Law No.20 of 2003 concerning educators and education personnel.

17. Closing Statements This is a snapshot of formal education management in Indonesia . There are still many things I want to say here. But, due to limited time and my language skills, I can end this presentation with a conclusion, namely that teacher recruitment must be based on established laws . Any country must have rules that have good intentions . And all of this is the job of those of us who will continue the course of education

18. Thanks! Demas Mahardhika Fauzi R