Peningkatan Kompetensi Pedagogik Konselor Melalui Model Job Embedded Professional Development

Abstract

The purpose of writing is to develop the pedagogical competence of counselors through the Job-Embedded Professional Development model. Educator is someone who has full responsibility for the implementation of education. That is because the success of Education is shaped by the quality of educators/teachers. Based on Law No. 20 of 2003 Article 1 Paragraph 6, the counselor in the national education system is declared as one of the qualifications of educators, equal to the qualifications of teachers, lecturers, tutors, tutors, lecturers, facilitators, and instructors. As an educator, counselors are required to have several main competencies, namely pedagogic, personality, social, and professional competencies. However, based on UKG results for pedagogic competence, the national average of educators in Indonesia is below the minimum competency standard (SKM) of 55, which is 48.94. The counselor's pedagogic competence relates to how the counselor's mastery of educational theory and practice, applies physiological and psychological development and counselee behaviour and controls the essence of counseling and guidance services in the path, type, and level of education units. Starting from these facts, it is necessary to make efforts to improve the competence of the counselor so that the potential of students can develop optimally. The improvement efforts can be done by using the Job-Embedded Professional Development (JEPD) model as a strategy that focuses on the main object, namely student achievement. The JEPD demands that the professional learning of educators be carried out during work days and at work, designed to support team learning, and is recommended for educators. Thus, it is expected that the counselor's pedagogic competence can develop optimally which of course also improves the quality of education.