penyesuaian dan penguatan empat kompetensi guru (pedagogik, personal, sosial, dan profesional) dalam konteks era AI,

 

penyesuaian dan penguatan empat kompetensi guru (pedagogik, personal, sosial, dan profesional) dalam konteks era AI, khususnya bagi calon guru Sekolah Dasar di Indonesia:

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🔹 1. Kompetensi Pedagogik di Era AI

➤ Fokus Baru:

• Literasi digital dan teknologi pembelajaran: Guru SD harus mampu memanfaatkan AI untuk merancang, melaksanakan, dan mengevaluasi pembelajaran yang adaptif dan personalisasi.

• Desain pembelajaran berbasis data: Memanfaatkan data hasil belajar untuk mendesain intervensi pembelajaran.

• Pembelajaran berbasis masalah dan proyek (PjBL): Mengarahkan siswa pada keterampilan berpikir kritis dan kreatif melalui integrasi AI sebagai alat bantu.

➤ Contoh Praktik:

• Menggunakan ChatGPT atau platform AI lainnya untuk menciptakan soal, membuat bahan ajar, atau memandu diskusi kelas.

• Menerapkan learning analytics sederhana untuk memantau perkembangan siswa.

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🔹 2. Kompetensi Kepribadian (Personal) di Era AI

➤ Fokus Baru:

• Etika dan integritas digital: Guru menjadi panutan dalam menggunakan teknologi secara etis, termasuk dalam menyikapi plagiarisme dan ketergantungan terhadap AI.

• Adaptif terhadap perubahan teknologi: Memiliki growth mindset dan kesediaan untuk terus belajar teknologi baru.

➤ Contoh Praktik:

• Mengajak siswa untuk berpikir kritis terhadap informasi dari AI atau internet.

• Menunjukkan sikap terbuka terhadap inovasi dan perubahan.

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🔹 3. Kompetensi Sosial di Era AI

➤ Fokus Baru:

• Kolaborasi digital: Mampu berinteraksi dan bekerja sama secara virtual dengan sesama guru, siswa, dan orang tua.

• Kecakapan komunikasi lintas budaya: Karena teknologi membuka ruang komunikasi global, guru perlu memahami keberagaman.

➤ Contoh Praktik:

• Menggunakan platform kolaborasi daring seperti Google Workspace atau LMS.

• Melibatkan siswa dalam proyek lintas sekolah atau lintas negara melalui platform digital.

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🔹 4. Kompetensi Profesional di Era AI

➤ Fokus Baru:

• Menguasai konten digital dan AI literacy: Guru SD perlu memahami dasar-dasar cara kerja AI dan penggunaannya secara edukatif.

• Pengembangan profesional berkelanjutan berbasis teknologi: Mengikuti kursus daring, pelatihan AI untuk pendidikan, atau komunitas guru digital.

➤ Contoh Praktik:

• Mengikuti pelatihan AI untuk guru (misalnya dari Google for Education, Microsoft Education).

• Mengembangkan konten pembelajaran interaktif berbasis AI (misalnya kuis otomatis, chatbot sederhana untuk latihan mandiri).

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🔸 Kesimpulan

Dalam era AI, kompetensi inti guru tidak berubah, tetapi makna dan implementasinya berkembang. Guru SD masa depan harus:

• Pedagogik: Inovatif dan berbasis data

• Personal: Etis dan adaptif

• Sosial: Kolaboratif digital

• Profesional: Melek AI dan terus berkembang

📊 Tabel Perbandingan Kompetensi Guru SD: Konvensional vs. Era AI

Kompetensi	Pendekatan Konvensional	Pendekatan di Era AI
Pedagogik	- Mengajar berbasis buku teks - Evaluasi manual	- Personalisasi pembelajaran berbasis AI - Evaluasi otomatis dan analitik belajar
Kepribadian (Personal)	- Menjadi panutan moral secara umum - Stabil dan arif dalam sikap	- Menunjukkan etika digital - Adaptif terhadap perubahan teknologi
Sosial	- Komunikasi langsung di kelas - Hubungan terbatas pada sekolah	- Kolaborasi digital lintas wilayah - Komunikasi global melalui platform daring
Profesional	- Menguasai materi pelajaran - Ikut diklat konvensional	- Literasi AI & teknologi pendidikan - Pengembangan profesi melalui platform online

 

Keempat kompetensi dasar guru — pedagogik, sosial, personal, dan profesional

 

Keempat kompetensi dasar guru  — pedagogik, sosial, personal, dan profesional — merupakan bagian dari standar kompetensi guru yang ditetapkan dalam peraturan di Indonesia, khususnya dalam Undang-Undang Nomor 14 Tahun 2005 tentang Guru dan Dosen, serta Peraturan Menteri Pendidikan Nasional (Permendiknas) No. 16 Tahun 2007 tentang Standar Kualifikasi Akademik dan Kompetensi Guru.

Berikut penjelasan singkat masing-masing kompetensi:

1. Kompetensi Pedagogik
   Kemampuan guru dalam mengelola pembelajaran peserta didik, termasuk:

   • Memahami karakteristik peserta didik

   • Merancang dan melaksanakan pembelajaran

   • Memanfaatkan teknologi dalam pembelajaran

   • Menilai dan mengevaluasi hasil belajar

2. Kompetensi Kepribadian (Personal)
   Karakter pribadi guru yang mencerminkan:

   • Kepribadian yang mantap, stabil, dewasa, arif, dan berwibawa

   • Moral yang baik, jujur, dan menjadi teladan bagi peserta didik

3. Kompetensi Sosial
   Kemampuan guru untuk:

   • Berkomunikasi secara efektif dengan peserta didik, sesama pendidik, orang tua, dan masyarakat

   • Bekerja sama dalam lingkungan sekolah dan sosial yang lebih luas

   • Menghargai perbedaan sosial dan budaya

4. Kompetensi Profesional
   Penguasaan materi pembelajaran secara mendalam, meliputi:

   • Menguasai isi dan struktur keilmuan dari mata pelajaran yang diampu

   • Mengembangkan keprofesian secara berkelanjutan

   • Memanfaatkan hasil penelitian dan inovasi dalam bidangnya

The difference between professional skills of elementary school teachers before and after the AI era

 

The difference between professional skills of elementary school teachers before and after the AI era lies in how the role of the teacher is shaped by technological advancements, especially artificial intelligence. Here's a comparison across several key dimensions:

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1. Technological Literacy

Before AI Era:

• Basic computer skills (e.g., using Microsoft Office, email, projectors).

• Limited use of educational technology (e.g., digital whiteboards, educational games).

After AI Era:

• Advanced digital fluency, including understanding how AI tools work (e.g., adaptive learning platforms, chatbots, virtual tutors).

• Ability to select and integrate AI-based tools for personalized learning.

• Awareness of digital ethics and data privacy, especially regarding student data.

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2. Instructional Design

Before AI Era:

• Traditional lesson planning based on textbooks and fixed curriculum.

• One-size-fits-all teaching methods.

After AI Era:

• Data-driven instructional design based on student analytics provided by AI.

• Ability to design blended learning environments (face-to-face + digital).

• Use of AI to differentiate instruction and create personalized learning paths.

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3. Assessment and Feedback

Before AI Era:

• Manual grading and qualitative feedback.

• Standardized testing as primary assessment method.

After AI Era:

• Use of AI-powered assessment tools that provide instant feedback.

• Real-time tracking of student progress through learning analytics dashboards.

• Ability to interpret AI-generated data to inform teaching practices.

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4. Communication and Collaboration

Before AI Era:

• Parent-teacher communication through meetings, notes, and calls.

• Collaboration with peers limited to in-person interaction.

After AI Era:

• Use of AI chatbots or learning platforms to communicate with students and parents.

• Virtual collaboration with teachers globally using AI-supported tools.

• Facilitation of student collaboration through AI-enhanced digital platforms.

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5. Creativity and Innovation

Before AI Era:

• Creativity expressed through classroom activities and projects.

• Innovation limited by available physical resources.

After AI Era:

• Leveraging AI for creative tasks (e.g., co-creating digital content with students).

• Facilitating student inquiry using AI tools (e.g., simulations, AR/VR, coding).

• Encouraging innovation through STEM and AI-related activities.

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6. Ethical and Critical Thinking

Before AI Era:

• Focus on moral education and classroom rules.

• Less emphasis on digital ethics.

After AI Era:

• Teaching digital citizenship, AI ethics, and responsible tech use.

• Guiding students to critically evaluate AI-generated content.

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7. Lifelong Learning and Adaptability

Before AI Era:

• Professional development through workshops and traditional training.

• Less frequent need to update skills.

After AI Era:

• Continuous upskilling in AI, EdTech, and data literacy.

• Greater need for adaptability and learning agility to keep pace with rapid tech changes.

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Summary Table

Skill Area	Before AI Era	After AI Era
Tech Literacy	Basic computer use	Advanced AI tool integration, data privacy
Instructional Design	Textbook-based, uniform	Personalized, data-driven, blended
Assessment & Feedback	Manual, delayed	Real-time, automated, AI-informed
Communication	In-person, basic digital tools	AI-mediated, global collaboration
Creativity & Innovation	Physical projects	Digital co-creation, AI-enhanced exploration
Ethics & Critical Thinking	Traditional moral education	Digital ethics, AI literacy
Lifelong Learning	Periodic workshops	Constant upskilling and tech adaptation

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The difference in personality skills of elementary school teachers before and after the AI era

 

The difference in personality skills of elementary school teachers before and after the AI era reflects the changing demands and expectations in teaching practice due to technological advances, particularly the integration of artificial intelligence into education. Here's a structured comparison:

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🧠 1. Adaptability & Flexibility

• Before AI Era:
  Teachers were expected to adapt mainly to curriculum changes or student needs within traditional classroom environments.

• After AI Era:
  Teachers must constantly adapt to rapidly evolving digital tools, AI platforms, and personalized learning systems. Being tech-flexible is now crucial.

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💬 2. Communication Skills

• Before AI Era:
  Emphasis was on face-to-face communication, verbal explanation, and classroom management through speech.

• After AI Era:
  Communication includes digital literacy—using online platforms, virtual classrooms, and interpreting AI-generated feedback to students and parents.

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💡 3. Creativity and Innovation

• Before AI Era:
  Creativity focused on designing engaging lessons using physical materials and traditional pedagogies.

• After AI Era:
  Teachers must creatively integrate AI tools (e.g., adaptive learning apps, chatbots) into lessons, and design hybrid or tech-enhanced learning experiences.

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🧑‍🤝‍🧑 4. Empathy and Emotional Intelligence

• Before AI Era:
  Important for understanding student emotions and creating a nurturing environment.

• After AI Era:
  Even more vital, as human warmth balances the impersonal nature of AI tools. Teachers must recognize and respond to emotional needs that AI cannot perceive.

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🤝 5. Collaboration Skills

• Before AI Era:
  Mostly involved peer collaboration among teachers and interaction with parents.

• After AI Era:
  Now includes collaboration with AI systems (e.g., interpreting AI-generated learning analytics), IT staff, and interdisciplinary teams to support digital learning.

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🔎 6. Critical Thinking & Ethical Awareness

• Before AI Era:
  Focused on guiding students to think logically and independently.

• After AI Era:
  Teachers themselves must think critically about the ethical use of AI, data privacy, algorithm bias, and guide students in understanding these issues too.

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🛠 7. Resilience and Lifelong Learning Attitude

• Before AI Era:
  Professional development was periodic and often driven by policy changes.

• After AI Era:
  Continuous learning is essential to stay current with AI tools, platforms, and pedagogical shifts. A growth mindset becomes a core personality trait.

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Summary Table

Personality Skill	Before AI Era	After AI Era
Adaptability	Curriculum or classroom changes	Rapid tech and AI tool changes
Communication	Face-to-face, verbal	Multimodal: digital, platform-based
Creativity	Traditional materials and methods	Integrating AI, designing hybrid learning
Empathy	Emotional support	Balancing tech use with human connection
Collaboration	With peers and parents	With AI systems and multidisciplinary teams
Critical Thinking	Logical reasoning	Ethical AI use and data interpretation
Lifelong Learning	Policy-driven training	Self-driven, continuous tech skill development

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The difference in social skills of elementary school teachers before and after the AI era

 

The difference in social skills of elementary school teachers before and after the AI era reflects the changing demands of teaching in a technology-integrated environment. Here's a breakdown:

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🔹 Before the AI Era

Social skills focused on traditional interpersonal and community engagement:

1. Face-to-Face Communication

• Emphasis on in-person communication with students, parents, and colleagues.

• Verbal clarity, empathy, and body language were crucial.

2. Classroom Management

• Used conventional methods (voice tone, proximity, praise) to manage student behavior and dynamics.

3. Parental Engagement

• Parent-teacher meetings, home visits, and printed communication.

4. Team Collaboration

• Regular staff meetings, shared planning in-person.

• Collaboration within the school environment was more localized.

5. Cultural and Emotional Sensitivity

• Social awareness focused on direct interaction with the local community and school culture.

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🔹 After the AI Era

Social skills are expanding to include digital, data-driven, and global communication elements:

1. Digital Communication & Presence

• Ability to effectively communicate through digital platforms (Zoom, LMS, chatbots).

• Maintain emotional connection with students in hybrid or online classrooms.

2. Human-AI Collaboration

• Collaborating with AI tools like virtual assistants or adaptive learning platforms.

• Teachers need to interpret AI-generated data (e.g., behavior analytics) while maintaining human empathy.

3. Parent and Student Communication in Tech Contexts

• Use of messaging apps, dashboards, or AI-powered updates to inform parents.

• Maintaining warmth and trust through digital means.

4. Global Collaboration

• Interacting with teachers or students across regions or countries.

• Engaging in global learning communities and sharing via digital networks.

5. Digital Empathy & Social Media Literacy

• Understanding online behavior, managing student emotions in digital spaces.

• Modeling respectful and ethical online communication.

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Summary Table

Aspect	Before AI Era	After AI Era
Communication Style	Face-to-face, local	Hybrid (face-to-face + digital)
Parent Engagement	Physical meetings	Digital apps, automated reports
Collaboration	School-centered	Digital, global, asynchronous
Emotional Intelligence Focus	In-person cues	Also includes reading online signals
Classroom Management	Traditional methods	Data-informed strategies via AI tools
Empathy	In-person understanding	Includes digital empathy

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The difference between pedagogical skills of elementary school teachers before and after the AI era

 

The difference between pedagogical skills of elementary school teachers before and after the AI era can be understood in terms of shifts in teaching roles, tools, and competencies due to the integration of Artificial Intelligence in education.

Here's a comparison:

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📘 Before the AI Era

Focus: Traditional, teacher-centered approaches
Tools: Chalkboards, textbooks, worksheets, basic digital tools (PowerPoint, Word)

Aspect	Description
Instructional Methods	Emphasis on direct instruction, rote learning, and lectures.
Assessment Practices	Mostly summative (e.g., paper-based tests); limited formative assessment.
Lesson Planning	Manually prepared with limited data; based on fixed curriculum.
Classroom Management	Based on teacher observation and experience; uniform discipline approaches.
Differentiation	Limited due to time constraints and lack of data on students.
Technology Use	Minimal; often limited to projectors, computers, or basic educational software.
Student Engagement	Passive learners; teacher-controlled activities.

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🤖 After the AI Era

Focus: Student-centered, data-informed, technology-integrated approaches
Tools: AI-driven platforms (adaptive learning, chatbots, virtual tutors), data analytics, EdTech tools

Aspect	Description
Instructional Methods	Blended learning, flipped classroom, personalized learning with AI recommendations.
Assessment Practices	Ongoing, formative, and data-driven; AI tools provide instant feedback and analytics.
Lesson Planning	Enhanced by AI tools that suggest resources, activities, and differentiated strategies based on student data.
Classroom Management	AI-assisted monitoring (e.g., behavior prediction, engagement tracking); more proactive and responsive.
Differentiation	Improved with AI tools that analyze student performance and recommend personalized paths.
Technology Use	High; includes AI tutors, language models, VR/AR for immersive learning.
Student Engagement	More interactive and autonomous; students engage through gamified learning, virtual assistants, etc.

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🔑 Key Changes in Pedagogical Skillset

Skill Area	Before AI Era	After AI Era
Instructional Design	Basic, static	Dynamic, AI-supported, adaptive
Technological Pedagogy	Optional, basic ICT	Essential, including AI literacy
Data Literacy	Rarely used	Crucial for interpreting learning analytics
Collaboration	Mainly in-person	Includes virtual collaboration with AI tools
Creativity & Innovation	Limited by resources	Enhanced by AI-generated content and tools
Ethical Awareness	General ethics	Includes digital ethics and AI biases awareness

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🧠 Implication for Teacher Education

To adapt to the AI era, elementary school teachers need to develop new pedagogical competencies, such as:

• AI literacy and critical understanding of AI tools

• Data-informed instructional decision-making

• Digital content creation and curation

• Ethical and responsible AI integration

• Facilitating student-AI collaboration

Schengen

 

Istilah Schengen merujuk pada Wilayah Schengen, yaitu kawasan yang terdiri dari sejumlah negara Eropa yang telah menyepakati untuk menghapus pemeriksaan paspor dan pengawasan perbatasan internal di antara mereka. Ini memungkinkan perjalanan bebas tanpa visa internal di antara negara-negara anggota.

Informasi Utama tentang Wilayah Schengen:

• Nama "Schengen" berasal dari sebuah desa kecil di Luksemburg, tempat perjanjian aslinya ditandatangani pada tahun 1985.

• Saat ini, 27 negara termasuk dalam wilayah Schengen (hingga 2024), sebagian besar merupakan anggota Uni Eropa, tetapi tidak semuanya.

Negara-negara Anggota Schengen (per 2024):

1. Austria

2. Belgia

3. Republik Ceko

4. Denmark

5. Estonia

6. Finlandia

7. Prancis

8. Jerman

9. Yunani

10. Hungaria

11. Islandia

12. Italia

13. Latvia

14. Liechtenstein

15. Lituania

16. Luksemburg

17. Malta

18. Belanda

19. Norwegia

20. Polandia

21. Portugal

22. Slowakia

23. Slovenia

24. Spanyol

25. Swedia

26. Swiss

27. Kroasia (bergabung penuh sejak 2023)

Apa Itu Visa Schengen?

• Visa Schengen adalah visa jangka pendek yang memungkinkan seseorang untuk bepergian ke negara-negara di dalam wilayah Schengen untuk tujuan wisata, bisnis, atau kunjungan keluarga hingga 90 hari dalam periode 180 hari.

• Visa ini tidak berlaku untuk pekerjaan jangka panjang atau studi lebih dari 90 hari.

Hal-Hal yang Perlu Diketahui:

• Sekali Anda masuk ke satu negara Schengen, Anda bisa melintasi negara lain tanpa pemeriksaan perbatasan.

• Meskipun bebas visa di dalam wilayah, negara-negara anggota tetap memiliki kontrol keamanan di bandara atau titik masuk utama.

• Inggris bukan bagian dari wilayah Schengen, meskipun terletak di Eropa.

14 mei 25 rabu

 

perpus

kuliah siang prof wumingchang

allahuakbar

"Sorry, Lord"

 

"Sorry, Lord"

Sorry, Lord, I must confess,
A storm of thoughts I can’t suppress.
I had a negative thought today,
About someone who lost their way.

He stood to speak before us all,
But stumbled through, began to fall.
His words, they wandered, lost in air,
No structure, no direction there.

The slides were bold, but not the point,
A rambling mess, a disjointed joint.
The lecturer tried to guide him back,
“Be clear,” she urged, “stay on the track.”

Yet onward still his slideshow flew,
Through colors bright and topics few.
“Holy moly,” I heard a sigh,
As time kept ticking slowly by.

Again he stopped, again was told,
But nothing shifted, same as old.
Did he not hear? Did he not see?
The path he missed so obviously?

Does he understand what we perceive?
Does he know what we believe?
What does he know? I do not know—
His thoughts are hidden deep below.

Maybe nerves, or something more,
A silent war, an inner war.
I judged too fast, too sharp, too cold,
Forgot we’re human, flawed and bold.

Hope he is okay inside,
That he has friends, that he has pride.
Hope he finds his voice one day,
And learns to speak what he must say.

May kindness mend what words have torn,
May confidence in him be born.
And may my heart not turn to stone—
Forgive me, Lord, for casting tone.

Let light replace the doubt I had,
Let mercy guide me when I’m mad.
Not everyone’s path is smooth or bright,
But all deserve a second light.

So here's my prayer: make me see
The good in those who challenge me.
For though he faltered in his try,
His worth is more than meets the eye.

Amen.