CRITICAL BOOK REVIEW

MK. PROFESI KEPENDIDIKAN

PRODI S1 PENDIDIKAN BIOLOGI BILINGUAL

Skor Nilai:

PROFESI KEPENDIDIKAN

(Dr. Yasaratodo Wau, M.Pd, 2019)

NAMA MAHASISWA : DANI SASMITA RITONGA

NIM : 4183141069

DOSEN PENGAMPU : Prof. Dr. Ibnu Hajar Damanik, M.Si

MATA KULIAH : PROFESI KEPENDIDIKAN

PROGRAM STUDI S1 PENDIDIKAN BIOLOGI BILINGUAL

UNIVERSITAS NEGERI MEDAN

MEDAN

MARET 2019

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 EXCECUTIVE SUMMARY

Critical book review was made to fulfill one of the KKNI's new curriculum
assignments in the subject of educational professions. This CBR was created with the
aim of improving language skills covering four aspects, namely criticizing skills,
advice skills, reading skills, and writing skills, four-four are chess single.

Each of these skills is very closely related to the other three skills in a variety
of ways. In acquiring language skills we usually go through the last sequence
relationship. At first in childhood, we learn to listen to languange, then talk, after that
we read and write. Criticizing and talking we learn before entering school, while
reading and writing are studied at school. The four skills are basically a single unit or
single chess.

Furthermore, each skill is also closely related to the process of thinking that
underlies the language. A person's language reflects his mind. The more skilled
someone speaks, the brighter and smarter the mind will be. Skills can only be
acquired and mastered by practice and lots of practice. Practicing language skills also
means practicing thinking skills.

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 FOREWORD

Giving thanks to the presence of Allah SWT, for all His blessings, blessings and
guidance that have been bestowed. So that I can complete this CRITICAL BOOK
REPORT task in its very simple form and contents on time. And I give the title
"PROFESI KEPENDIDIKAN". I realize that this paper is far from perfect, therefore I
expect criticism and suggestions from all parties that are constructive for the
perfection of this paper.

Finally, I express my gratitude to all parties concerned in making this paper.

Hopefully Allah SWT always loves all the efforts that we do.

Medan, March 6, 2019

Author

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 LIST OF CONTENT

EXCECUTIVE SUMMARY ......................................................................................................... 2

FOREWORD ................................................................................................................................ 3
LIST OF CONTENT .................................................................................................................... 4
CHAPTER I PRELIMINARY .................................................................................................... 5
A. Rationalization of the Importance of CBR..................................................................... 5
B. The Purpose of Writing CBR ........................................................................................... 5
C. Benefits of CBR......................................................................................................................... 5
D. Identity of the book being reviewed ............................................................................... 6
CHAPTER II SUMMARY OF THE BOOK CONTENT.......................................................... 7
A. CHAPTER I : EDUCATION PROFESSIONAL RIGHTS……………………………...……7
B. CHAPTER II : PROFESSIONALIZATION OF TEACHERS…………………………..…..8
C. CHAPTER III : ORGANIZATION AND EDUCATIONAL PROFESSIONAL
ATTITUDES……………………………………………………………………………………….…...9
D. CHAPTER IV: TEACHERS 'ROLE IN EDUCATION MANAGEMENT………...…….10
E. CHAPTER V: THE INFLUENCE OF EDUCATION SUPERVISION…………..…..…..11
F. CHAPTER VI : COUNSELING AND ROLE OF TEACHERS…………,……….………..11
CHAPTER III DISCUSSION……………………………………………………………………………….13
A. Discussion of Book Contents……………………………………………………………….….13
CHAPTER IV ADVANTAGE AND WEAKNESS OF BOOKS……………………………..……16
4.1. Advantages…………………..………………………………………………………..……………16
4.2. Weaknesses………………………………………………………………………..……………….16
CHAPTER V CLOSING………………………………………………….………………….………………17
5.1. Conclusion…………………..……………………………………………………………………...17
5.2. Recommendation…………..………………………………………………………….…...…...17
BIBLIOGRAPHY…………………………………………………………………………………….……….18
ATTACHMENT…………………………………………………………………………………………….…19

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 CHAPTER I

PRELIMINARY

A. Rationalization of the Importance of CBR

Skills to make CBR on the author can test the ability to summarize and analyze
a book and compare books analyzed with other books, recognize and give value and
criticize an analyzed paper. Often we are confused about choosing a reference book to
read and understand, sometimes we only choose one book to read but the results are
still unsatisfactory for example in terms of language analysis and discussion,
therefore the author makes this CBR Leadership to facilitate readers in choosing
reference books specifically on the main language about the education profession.

B. The Purpose of Writing CBR

1. To complete one of the tasks of the CBR Education Profession

2. To find out the weaknesses and strengths of the book
3. To review the contents and material contained from a book
4. Search and find out the information in the book.

C. Benefits of CBR

1. As an evaluation material for writers to improve book writing going forward

2. As a consideration for readers in choosing books

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D. Identity of the book being reviewed

1. Title of the book : Profesi Kependidikan

2. Edition : Revised edition of 2019

3. Author : Dr. Yasaratodo Wau, M.Pd

4. Publisher : Unimed Press

5. City of publication : Medan

6. Year of publication : 2019

8. ISBN : 978-602-7938-05-2

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 CHAPTER II

SUMMARY OF THE BOOK CONTENT

A. CHAPTER I : EDUCATION PROFESSIONAL RIGHTS

In daily life, profession rankings are often interpreted as a work done skillfully
and skillfully. A worker who does his job properly and correctly is given the title
"professional". Etymologically the term profession originates from the English
language "profession" which is rooted in the Latin "profeus" which means to admit.
Or declare capable in a form of work. So the understanding of educational
professionals is a skill gained from the efforts made so far in the field of education.
Which is where education is obtained from lectures so far both in lectures or training
on a regular basis. Professional characteristics are as follows:

1. Have superior skills and skills

2. Having a discipline of clear science and a code of ethics that is good for society

3. Having a professional sense of responsibility and education in the form of training

4. Function for all (social)

The competencies that must be possessed by the teacher:

1. Mastering teaching materials, managing teaching and learning programs, being

able to manage classes

2. Using media sources and educational foundations

3. Manage teaching and learning interactions and service programs

4. Organizing research administration and principles

The sub-competencies in pedagogics are as follows

1. Understanding students in depth

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2. Design learning according to the rules

3. Designing student evaluations

B. CHAPTER II : PROFESSIONALIZATION OF TEACHERS

In this chapter we examine how professionalization of teacher positions.

Professionalization refers to the word process. The word process means a series of
changes / events in something developed, social progress goes on, a series of actions,
manufacturing or management that produce a product. In Indonesia, there are many
vehicles that can be used to improve teacher professionalism, for example by
empowering Teacher Activity Centers (PKG). Other efforts that can enhance teacher
professional competence are members giving the opportunity to the teacher to reflect
or reflect the extent to which he has mastered the principles of pedagogy in general
and other principles.

Teacher performance is the result of work achieved by the teacher in carrying

out the tasks assigned to him based on skills, experience, and sincerity in the work.
Teacher performance concerns the work in quantity and quality the teacher can
achieve in carrying out his duties in accordance with the responsibilities given to her.

Factors that influence teacher performance in carrying out their duties are:

1) Principal leaders,

2) Work facilities,

3) Expectations

4) Trust of school personnel.

The professionalism of a teacher is determined by three factors, namely:

1). Internal factors of the teacher itself

2). Workplace environmental conditions

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3). Government policies

Performance appraisal is to assess the ratio of real work results from the
quality and quantity standards produced by each employee. The results of teacher
performance appraisal can describe the professional figure that can be displayed by
the teacher, in reality during the teacher's work in real life. The characteristics of
professional teachers are: having interpersonal skills, having good relationships with
students, being able to sincerely pay attention to students, show high teaching
antoses, be able to sharpen students in learning activities, give opportunities to
students who speak.

C. CHAPTER III : ORGANIZATION AND EDUCATIONAL PROFESSIONAL

ATTITUDES

Professional organization is a forum for associations of people who have a

special expertise which is a characteristic of a particular field of expertise which is a
characteristic of a particular field of expertise. As a professional, the teacher must
always be proactive in continuously increasing his knowledge, attitudes and skills.
The objectives of this attitude include attitudes towards legislation, professional
organizations, colleagues, students, workplaces, leadership of institutions and the
work environment. As a position that must be able to answer the challenges of
community development, the position of teacher must have a renewal in accordance
with the demands of the times inherent in its duties.

The attitude of the education profession implies the tendency of teachers or

educators to view and treat positions as professions. The teacher must be aware of
his willingness and ability to choose, determine and decide to be the teacher who
obliges him to truly carry out his professional duties in the field of teacher training.
Thus, if someone has agreed to become a teacher, it means having a positive attitude
towards the work of the teacher with all the risks, then the individual will take
positive action and implement it with full responsibility.

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 D. CHAPTER IV : TEACHERS 'ROLE IN EDUCATION MANAGEMENT

The word management comes from English with terms and or basic words
that manage which means management. Management means management, which
means the effective use of resources to achieve goals. Management is often said to be
a science, tips and profession. It can be concluded that management is a process of
utilization available resources effectively and efficiently to achieve the goals of an
organization / institution.

Management comes from the word "managio" which is management or "managiare"

or training in arranging steps. Management is often interpreted as a science of tips
and professions. Management is a cooperative system of human behavior in carrying
out tasks and responsibilities with regular leadership through continuous efforts
based on rational actions

The function of education management is planning, organizing, preparing

employees, directing, coordinating, recording and reporting supervision. Mangemen
education has the task of having to manage the administration or manager of
education. Operational activities that must be regulated are: preparation of teaching
preparation (SAP), implementation of learning processes, management of students,
management of education personnel, management of educational equipment,
management of financial education, management of special services, administration
(office) and management of school relations with the community.

Education management is a tool to achieve educational goals. As a tool,

education management must be carried out effectively and efficiently by empowering
all available resources, both human and non-human, so that all of them become one
towards one endpoint, teachers professionally carry out the learning process so that
students want and can learn to reach the goal of education. Management of school
education must be carried out in accordance with its functions and adhere to the
principles of effective and efficient management. As an integral part of the education
system, subject matter teachers must understand and be able to become an
integrated part in education management by carrying out all tasks and

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responsibilities in each field of cultivation managed by the principal as the manager
of education in the school.

E. CHAPTER V: THE INFLUENCE OF EDUCATION SUPERVISION

In general supervision means efforts to provide assistance to teachers so that

they can help students learn to be better. But in practice supervision is often
interpreted as a form of supervision of teacher performance. A supervisor is someone
who has advantages (super) in the field of teacher training, where these advantages
can make it help teachers improve teaching and learning situations towards a better.

Educational supervision approach is divided into 3, namely: Non-directive

approach, directive approach, Collaborative approach. Supervision techniques are
group divided into 6 namely: orientation meetings, teacher meetings, intergroup
study groups, discussion as an exchange of thoughts or opinions, workshops
(workshops), exchange of experience (sharing of Experience). The technique of
individual hypnotic supervision is divided into 5 categories: class visits, class
observations, personal conversations, inter visitation, self-assessment.

F. CHAPTER VI : COUNSELING AND ROLE OF TEACHERS

Counseling in school is one of the educational activities that cannot be separated

from the attention of administrators, managers and teachers in schools. Efforts to
facilitate students to be able to develop their potential or achieve their developmental
tasks optimally (concerning physical, emotional, intellectual, social, and spiritual
moral aspects. Counseling characteristics include:

• Help is directed towards increasing ability to face life with all its problems

• Continuous help is given on the basis of planning and scientific thinking

• Help that processes the problem solving requires activities and responsibilities

• Help whose contents, forms and methods are tailored to the needs of each problem

• Help that tries to help each child

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 Counseling is a process of direct meetings between counselors and counselees
(face to face relationship) that are problematic, where the counselor helps counseling
in changing attitudes and behavior. The main goal of counseling is to change attitudes
and behavior in accordance with the definition of counseling proposed by Carl R
Roger: "The counseling and change of attitudes and behavior".

The purpose of counseling in general aims to enable students to get counseling

services optimally in accordance with their talents, abilities and values. In particular,
counseling services in schools aim so that students can:

• Understanding the environment well includes the educational, work and social
environment of the community

• Make choices with wise decisions

• Facing the problems faced in everyday life

• Understanding yourself

Associated with counseling services at school, some counseling functions can

be put forward, namely: 1) Function of understanding, 2) Function of prevention, 3)
Function of distribution, 4) Function of adjustment, 5) Function of function
improvement, 6.) Development and 7 .) The function of development. Counseling not
only has the purpose of functions and benefits, but also has several principles,
namely:

• Secrecy principle

• The principle of volunteerism

• The principle of the present, and

• Self-reliance principle

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 CHAPTER III

DISCUSSION

A. Discussion of Book Contents

a. Discussion of Chapter 1 about the teaching profession
According to the main book the profession is often interpreted as a work that is
done skillfully and skillfully. A worker who does his job properly and correctly is
given the title "professional". Etymologically the term profession originates from the
English language "profession" which is rooted in the Latin "profeus" which means
recognizing or declaring capable in a form of work. If carefully observed the general
characteristics of professional work are also reflected in the work of the teacher. Job
as a teacher requires abilities with certain characteristics. The teacher's professional
abilities are of course parallel to the needs of the community regarding teacher
duties.
Whereas the comparative book emphasizes that the teaching profession can be
interpreted as work as a teacher who is supposed to educate, teach, guide, direct
training, and assess students, with the knowledge, skills and skills they have.
Based on the two opinions above, it can be concluded that the teaching
profession is a special expertise in the fields of education, teaching, and training that
is pursued to become a livelihood in fulfilling the life needs of the concerned (teacher)
and demanding professionalism in the field.

b. Discussion of Chapter 2 about teacher professional code of ethics

According to the main book the code of ethics for an organization is
fundamental. Similarly, the code of ethics for teachers is recognized as a professional
job field. The code of ethics for professional teacher organizations is very important,
because it is a moral foundation and guideline that is respected by every member.
Because it is a moral foundation and guideline, this code of ethics serves as a tool to
dynamize each of its members so that they are introspective with full awareness to
try to make various efforts to improve and develop their professional abilities. In this
way teachers or educators who are professionals will basically never be outdated.

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 Whereas the comparative book emphasizes that the code has 2
meanings, namely:
1. The code is a collection of systemic rules
2. The code is a systematic principle principle
Ethics has 2 meanings, namely:
1. Ethics is a collection of principles or values related to morals.
2. Ethics is the value of right and wrong that is adopted by a group or
society.
So it is concluded that the sign is a sign that must be obeyed by a worker in
working in an organization or institution.
Purpose of the code of ethics:
1. To uphold the dignity of a profession
2. To maintain and maintain the welfare of members of professional
organizations.
3. To increase the service of members of professional organizations.
4. To improve the quality of the profession
5. To improve the quality of professional organizations
6. To improve services above personal interests.
7. To create a strong profession
8. To create harmonious relationships between members of professional
organizations
9. To determine a standard performance member of a professional
organization
The function of the professional code of ethics, namely:
1. Providing guidance for each member of a professional organization
regarding the improvement of what must be done
2. As a means of social control for the community over the profession in
question.
3. Preventing interference from parties outside professional organizations
related to ethical relations.
The code of ethics is the principle and value that is used as a guideline by the
organization in behaving or acting. That is why sanctions for violators of the code of

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ethics in the form of moral sanctions and administrative sanctions. Moral sanctions
can be in the form of reproach, ridicule, and ostracism from colleagues. While
administrative sanctions can be in the form of reprimand, warning, to be excluded
from membership of professional organizations.
Based on the two opinions above, it can be concluded that the code of ethics
can be interpreted as written values, norms and rules that govern what should be
done and which should not be done by professionals. So it can be concluded that the
teacher's code of ethics is the rules, values and norms agreed upon and accepted by
the teacher throughout Indonesia as a guide in carrying out his profession.

As educators, the behavior and attitudes of teachers are used as examples not
only by their students but also by the community. Therefore, the existence of a
teacher's code of ethics is expected to be able to control the attitude of the teacher
both as a teacher and as a general public.

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 CHAPTER IV

ADVANTAGE AND WEAKNESS OF BOOKS

4.1. Advantages

1. In the first book, written by Dr. Yasaratodo, M.Pd the way the presentation of
the contents of the problem looks effective and efficient as evidenced by the
patterns of effective and efficient use of discussion discussions that make it
easier for readers to understand and understand the contents of the book
2. In the First book by Dr. Yasaratodo, M.Pd there are tasks or exercises at the
end of each chapter that are very good for readers, especially students in
testing the level of competence obtained, while in the second comparison book
3. The use of a good analogy to understand the author's intent for some material
reviews that requires an approach using an analogy explanation
4. Discussion of more detailed material and in accordance with the development
of the scope of society, technology, and needs at that time

4.2. Weaknesses

1. Lack of conformity to the paragraph core in some sub-material. There are even
parts that are not written down or discussed thoroughly
2. The types of writing are different, some use Times New Roman, some use Arial
and sometimes use Calibri
3. The misconception of writing footnotes on a page that is different from the
code in the reading material

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 CHAPTER V

CLOSING

5.1. Conclusion

Every skill is often related to the process of thinking processes that give language.
A person's language reflects his mind, the more skilled a person speaks, the brighter
and smarter the mind is. Skills can only be acquired and mastered by practice and lots
of practice. Like doing this CBR task, this is an example to practice our skills both
listening to the language of the book, reading, reading and criticizing using good
language. Training language skills means training in thinking skills.

This book is worth reading and worthy of being referred to as study material and
scientific work. This is manifested by the physical evidence of this book which
presents a lot of scientific data or information which delivery follows technological
developments and the nature of global society.

5.2. Recommendation
According to what I read and what I understand from the Education Profession
book, the book is very suitable to be used for a student like us and becomes a
reference for the reader, because it really helps us as students in the teaching process
when we become teachers. And it is hoped that the book will be more thorough when
typing so that there are no mistakes and make it easier for readers to apply in their
daily lives and to complete the identity of the book.

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 BIBLIOGRAPHY

Wiyani, Novan Ardy. 2016. Etika Profesi Keguruan. Yogyakarta: Gava Media
Wau, Yasaratodo. 2019. Profesi Kependidikan. Medan: Unimed Press

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ATTACHMENT

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