Students’ Pedagogic and Professional Competencies in Teaching Practice Program

Zulfahmi HB, Zulvia Trinova, Mahmud Mahmud


The research aims to describe pedagogical and professional competencies of students who enroll at the department of Islamic elementary education at Faculty of Tarbiyah and Teacher Training UIN Imam Bonjol Padang. A mixed method was implemented where the data collected through observation, interviews, questionnaires, and documentation. The results of the study on aspects of pedagogical competence was at the level of very good (82.4%). It was also found that the criteria to master the characteristics of students from the physical, moral, spiritual, social, cultural, emotional, and intellectual aspects were very good (80%), carrying out educational learning was very good (81%), facilitating the development of potential students to actualize various potentials which was very good (83%), communicating effectively, empathically, and politely with 88% of students (very good), and in evaluating and evaluating 80% (very good). While professional competence was with a value of 78.3% (good). Among the mastery of teaching material 78.5% (good), the use of learning media 77.5% (good), as well as contextual material or connecting teaching materials with the daily life of students 79% (good). The study recommended that prospective educators further improve pedagogical and professional competencies, often take part in training activities, practice teaching simulations. For the department of Islamic elementary education should be more professional to guide students during teaching practice programme activities, and lectures, especially in the field of teacher competency development.


Pedagogic competency; professional competence; Islamic elementary education.

10.15548/jt.v27i2.608 Abstract view : 66 times PDF : 5 times

Full Text:



Astuty, E. (2015). Implementation Analysis of Lecturer’s Pedagogical Competence on Student’s Academic Achievement. Journal of Management Research, 7(2), 152.

Bakar, R. (2018). The influence of professional teachers on Padang vocational school students’ achievement. Kasetsart Journal of Social Sciences, 39(1), 67–72.

Cachia, R., Ferrari, A., Ala-Mutka, K., & Punie, Y. (2010). Creative learning and innovative teaching: Final report on the study on creativity and innovation in education in EU member states. Joint Research Centre (Seville site).

Cook, D. A., Brydges, R., Zendejas, B., Hamstra, S. J., & Hatala, R. (2013). Mastery learning for health professionals using technology-enhanced simulation: A systematic review and meta-analysis. Academic Medicine, 88(8), 1178–1186.

Danner, R. B., & Pessu, C. O. (2013). A survey of ICT competencies among students in teacher preparation programmes at the University of Benin, Benin City, Nigeria. Journal of Information Technology Education: Research, 12(1), 33–49.

Deepa, S., & Seth, M. (2013). Do soft skills matter?-Implications for educators based on recruiters’ perspective. IUP Journal of Soft Skills, 7(1), 7.

Hakim, A. (2015). Contribution of competence teacher (pedagogical, personality, professional competence and social) on the performance of learning. The International Journal of Engineering and Science, 4(2), 1–12.

Hanapi, Z., & Nordin, M. S. (2014). Unemployment among Malaysia graduates: Graduates’ attributes, lecturers’ competency and quality of education. Procedia-Social and Behavioral Sciences, 112, 1056–1063.

Johnstone, S. M., & Soares, L. (2014). Principles for developing competency-based education programs. Change: The Magazine of Higher Learning, 46(2), 12–19.

Klaassen, C. A. (2002). Teacher pedagogical competence and sensibility. Teaching and Teacher Education, 18(2), 151–158.

Lauermann, F., & König, J. (2016). Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout. Learning and Instruction, 45, 9–19.

Long, C. S., Ibrahim, Z., & Kowang, T. O. (2014). An Analysis on the Relationship between Lecturers’ Competencies and Students’ Satisfaction. International Education Studies, 7(1), 37–46.

Mirzagitova, A. L., & Akhmetov, L. G. (2015). Self-Development of Pedagogical Competence of Future Teacher. International Education Studies, 8(3), 114–121.

Morrison, G. R., Ross, S. J., Morrison, J. R., & Kalman, H. K. (2019). Designing effective instruction. John Wiley & Sons.

Mustafa, M. N. (2013). Professional Competency Differences among High School Teachers in Indonesia. International Education Studies, 6(9), 83–92.

Nabaho, L., Oonyu, J., & Aguti, J. N. (2017). Good teaching: Aligning student and administrator perceptions and expectations.

Palinkas, L. A., Aarons, G. A., Horwitz, S., Chamberlain, P., Hurlburt, M., & Landsverk, J. (2011). Mixed method designs in implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 38(1), 44–53.

Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544.

Prasetio, A. P., Azis, E., Fadhilah, D. D., & Fauziah, A. F. (2017). Lecturers’ professional competency and students’ academic performance in indonesia higher education. International Journal of Human Resource Studies, 7(1), 86–93.

Rahardja, U., Moein, A., & Lutfiani, N. (2018). Leadership, competency, working motivation and performance of high private education lecturer with institution accreditation B: Area kopertis IV Banten province. Man India, 97(24), 179–192.

Rahman, M. H. (2014). Professional competence, pedagogical competence and the performance of junior high school of science teachers. Journal of Education and Practice, 5(9), 75–80.

Sandelowski, M. (2000). Combining qualitative and quantitative sampling, data collection, and analysis techniques in mixed-method studies. Research in Nursing & Health, 23(3), 246–255.

Suciu, A. I., & Mata, L. (2011). Pedagogical competences–the key to efficient education. International Online Journal of Educational Sciences, 3(2), 411–423.

Thurlings, M., Evers, A. T., & Vermeulen, M. (2015). Toward a model of explaining teachers’ innovative behavior: A literature review. Review of Educational Research, 85(3), 430–471.

Tigelaar, D. E., Dolmans, D. H., Wolfhagen, I. H., & Van Der Vleuten, C. P. (2004). The development and validation of a framework for teaching competencies in higher education. Higher Education, 48(2), 253–268.

Wang, J., Yu, W.-C. W., & Wu, E. (2013). Empowering Mobile Assisted Social E-Learning:" Students’ Expectations and Perceptions". World Journal of Education, 3(2), 59–70.

Zohrabi, M. (2013). Mixed Method Research: Instruments, Validity, Reliability and Reporting Findings. Theory & Practice in Language Studies, 3(2).



  • There are currently no refbacks.

Copyright (c) 2020 Al-Ta lim Journal

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View Stats
Al-Ta’lim Journal published by Faculty of Islamic Education and Teacher Training UIN Imam Bonjol Padang

Al-Ta'lim Online Journal
Print ISSN 1410-7546 Online ISSN 2355-7893

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.