TY  - THES
UR  - http://eprints.uny.ac.id/74420/
KW  - :Pembinaan
KW  -  Kompetensi
KW  -  Profesional
Y1  - 2017/09/29/
PB  - Fakultas Ilmu Pendidikan
A1  - Purba, Fridaniel
ID  - UNY74420
TI  - PERAN PENGAWAS DALAM PEMBINAAN KOMPETENSI 
PROFESIONAL GURU SEKOLAH DASAR DI GUGUS III BABARSARI 
KECAMATAN DEPOK SLEMAN
AV  - restricted
M1  - skripsi
N2  - The objectives of this research are: (1) to describe the role of elementary 
school inspectors in the implementation of professional competence development 
in elementary school teachers, (2) to point out the obstacles in the implementation 
of professional competence development in elementary school teachers, (3) to find 
solutions to overcome the obstacles in the implementation of professional 
competence development in elementary school teachers.
This research used qualitative approach. The data were collected through 
interviews, documentation, and observation. The validity of the data was tested 
using data source triangulation. The sources of the data were the inspectors, the 
headmasters, and the teachers of Cluster III Babarsari.
The results of this research were as follow. (1) The roles of inspectors in 
the implementation of professional competence development in elementary school 
teachers are as observers, supervisors, evaluators, and performers of follow-up. 
The implementation of professional competence development in elementary school 
teachers is conducted individually and in groups. Individually, it is conducted 
through supervising activities. It is also conducted in groups through Kelompok 
Kerja Guru (Teacher Workgroup), workshops, trainings, and seminars.(2) The 
obstacles in the implementation of development are: lack of school visitation 
intensity; disproportionate ratio of inspectors and the schools they inspect; lack of 
variations in delivering development materials; lack of medium of development 
other than Teacher Workgroup; and lack of facilities.(3)The solutions found to 
overcome obstacles in development programs were: the inspectors should be able 
to work with headmasters, education authorities, and institutions to optimize 
Teacher Workgroup to its quality standards; the education authorities should 
employ more inspectors according to the government regulations; the 
development programs should vary in delivering the materials; implementation of 
additional activities such as workshops, In House Training (IHT) application, and 
Focused Group Discussion (FGD); incentives or rewards for teachers who are 
active during the program; and improvement of supervising activities.
ER  -