THE WORK HARD ETHIC OF TEACHER (ETOS KERJA KERAS GURU) DALAM PEMBELAJARAN SEBAGAI PILAR PENDIDIKAN YANG BERKARAKTE
DOI:
https://doi.org/10.26555/almisbah.v1i1.78Keywords:
Etos kerja keras guru, Pembelajaran, Optimisme, SpiritAbstract
Teacher isn‘t one of all source of science in learning process. So, if the teacher needs survive in his or her contribution in the learning teaching process, they must do some innovations. Its means, the teacher must have work hard ethic in doing to do the innovation, learning approach, chosing the metode and media. In order to make the learning teaching process run well, therefore the teacher is not only has mastered his or her competence but also has mastered the emotion quotion, spiritual quotion and has mastered the information, communication and technology. Beside that, the teacher who has work hard ethic, is the teacher who has optimism. It means, in doing his task of the learning teaching process must have the strong motivation. So, the teacher will get the best achievement.References
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Aarts, H. et al.., 1998. Predicting behavior from actions in the past: Repeated decision making or a matter of habit? Journal of Applied Social Psychology, 28, \ 355-1374
Ajzen, I. , 1971. Attitudinal vs. normative messages: An investigation of the differential effects of persuasive communications on behavior. Sociometry, 34, 263-280
Ajzen, I., 1988. From intentions to actions: A theory of planned behavior. In J. Kuhl & J.
Beckman (Eds.), Action control: From cognition to behavior (pp. 1139). Heidelberg,
Germany: Springer, Ajzen, I. Attitudes, personality, and behavior. Chicago: Dorsey.
Bandura,A. Social Cognitive Theory of Self Regulation. Organizational Behavior and High Peformance.1991.
Barrons, K.E.,& Harackiewicz. 2001.Achievements Goals and Optimal Motivation. Testing Multiple Goall Models. JournalPersonality and social Psychology.
Baráth, Ãrpád. 2002. Children’s Well-being after the War in Kosovo: Survey in 2000 Department of Sociology and Social Policy, Pécs University Faculty of Arts and Humanities, Pécs, Hungary. Croation Medical Journal. 43(2):199-208.
Bilge, F. & Saltuk, S.2007. Humor Style, Subjective Well-Being, Trait Anger and Anxiety among University Students in Turkey. Journal of World Applied Sciences. Page 464-469.
Cordova, D.I., & Lepper, M.R., 1996. Intrinsic Motivation and The Process of Learning: Benefecial Effects of Contextualization, Personalization, and Choice. Journal of Education Psychology.
Ditjen Dikdasmen Depdiknas. 2002. Memahami Budaya Sekolah.
Driscoll, Marcy P. 1993. Psichology of learning for instruction. London: Allyn and Bacon.
Durr, Leila I. 2009. Optimal Challenge: The Impact of Adventure Experiences on Subjective Well-Being; Journal of Experiential Education. Volume 31, No. 3 pp. 451–455.
Echols, J. & Shadily, H. 2003. Kamus Inggris-Indonesia, Jakarta: Gramedia.
Elias, H. et al.. 2007. Emotional Intelligence of at Risk Students in Malaysian Secondary Schools. The International Journal of Learning. Volume 14.
E, Frances & Ansah, O. 2008. Control Perceptios And Control Appraisal: Relation To Measure of Subjective Well - Being. Volume 42, Number 2 GHANA MEDICAL JOURNAL.
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2013-07-07
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sutarman, S. (2013). THE WORK HARD ETHIC OF TEACHER (ETOS KERJA KERAS GURU) DALAM PEMBELAJARAN SEBAGAI PILAR PENDIDIKAN YANG BERKARAKTE. Al-Misbah (Jurnal Islamic Studies), 1(1), 36–60. https://doi.org/10.26555/almisbah.v1i1.78
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