Already we understand that many factors contribute to determine the quality of education, such as the quality of inputs (students), facilities, management, curriculum, and instrumental factors and other external. But given the strategic role of teachers in any efforts to increase the quality, relevance, innovation, and efficiency of education is one component that is critical to the success of these efforts is the teacher, particularly the increasing professionalism of teachers. On the other hand, the teaching profession at all times be under the spotlight is always sharp. Today is a little picture or a discourse that was appointed to show the image of teachers are being blamed declining along with the imaging community awards - and also the government - which began to seem disproportionate to the teaching profession and professional with a strategic function. Yet as a people great and always respected the teaching profession remains as a mentor and developer of human resources to face the future, voice and support for teacher professional development efforts of late are very encouraging. One is the transformation of Teachers' Training College as an institution become a university teacher professional development, as well as increased authority to conduct PGSD S1 program for elementary school teachers who already have a certain working period. This transformation aims among others to be in the format of Personnel Management Education Institute (LPTKs) a new, capable candidates generated more professional teachers. Prospective teachers should be able to anticipate this professional, live, and provide solutions to the challenges of today and the future is increasingly global, transparent, complex, and competitive.
Instead of declining, from now until the future challenges of teacher profession is increasing. In Raising the Image and Dignity of Teachers (Smith Supriadi, 1999:73-74) raised a challenge to be ready to face the teacher and at the same time we should find a solution by the various parties involved (the bureaucracy and educational organizations). One of them related to the ecological problem for the profession of teachers, especially elementary school teachers. The work of teachers (educate) that precious and should be fun, often became a source of tension because of climate and working conditions are too laden with the burden of bureaucratic tasks, socio-economic burden and challenges of career advancement are closely associated with the guarantee of the rights of teachers' welfare. In terms of the burden of bureaucracy, teacher (SD) have to deal with routine administrative tasks that are not professional duties. Among other social burden associated with the demands of society that still considers that the teacher (SD) is the human figures omniscient and all-rounder. Not a few parents who have demands that go beyond the ability of teachers (primary school) that their children become versatile as hoped. In addition, the objective conditions on the ground is very maybe a teacher (elementary) face influence the advancement of science, information, and technology-including education problems, which demanded he should be more professional and even ready to 'compete' with learners in it. Loads that are heavy, it becomes more complex when the teacher (SD)-especially those living in the city - also had to fight increasing financial capability in meeting the economic needs of families who were still far can be satisfied with their salaries. All of these conditions, can be predicted to be very strong reciprocal effect on the psychological profile of teachers.
Moving on from the above explanation, the task of future teachers professi very heavy. He must not only have a certain amount of academic competencies such as mastery of subject matter, expertise in designing, managing, and evaluating learning with a variety of cutting-edge methods, and skilled in using teaching aids and instructional media; but he must have the maturity and personality rigidity. Aspects of personality as an important element in the performance of professional teacher recently started a lot of re-appointed by the experts after a long enough time for marginalized by the onslaught of the technical discussion of the methodological foundation of teaching with ideas lifted from the streams Behavioristic: learning theory, conditioning, laws influence , and Kognivistik. (Dedi Supriadi, 1999:10; Mohamad Surya, 2003:43: HAR Tilaar, 1999:295). One of the aspects related to the maturity and hardness of personality is the emotional intelligence (Emotional Intelligence) or Emotional Quotient (EQ). This intelligence is related among others to one's ability (teacher) to manage the emotions of self and others, face the difficulties and successes of life, love, love, genuine love, and responsibility. In relation to teachers' heavy duty (SD) in the future, then obviously it would be unwise if LPTK producing prospective teachers do not prepare them with the coaching that makes the prospective teachers who have the maturity of the personality with the optimal emotional intelligence. Coaching is very closely related to the duties of guidance and counseling. In this regard, the role of Guidance and Counselling, which during the 'teacher who nurtured' impressed prepared and intended to meet the needs in primary and secondary education - must be organic and formally functioned in LPTK
The paper was written with the aim of reaffirming the need for managers and supervisors in particular LPTK PGSD-especially the lecturer and staff-to Guidance and Counseling in earnest efforts oriented toward the actualization of the professional characteristics of teacher candidates in a variety of organizing lectures. In addition, based on the findings of an innovative and realistic demands there should be programs for prospective teachers familiarize students to the concepts of emotional intelligence, and conduct studies to determine the map or profile of emotional intelligence (EQ) of the academic community in the work environment LPTK (lecturer, employees, or campus activists). The results of this study can then be used as a starting point for fostering student teacher candidates, especially in terms of facilitating the development of their emotional intelligence. This was based on a basic assumption as expressed Gottman & DeClaire (1998:2) that became the manager of education (teacher) who both need more than just the intellect, but rather touching personality dimensions and emotional maturity. The problem is, how is the profile of teachers (primary school) was a professional? Bagimana and also profile the emotional intelligence? already, of course, those two things should be owned by teachers (SD) in carrying out his profession and to anticipate the demands of present and future that will be encountered.
Systematic paper is very simple. After the introduction in the first part, on the second part will be presented a brief review of theories regarding the characteristics of teachers (primary school) professional and basic concepts of emotional intelligence, after which the data / information and the results support previous studies and their discussions and deliberations will be presented in three parts; and finally the last part contains conclusions and suggestions.
II. Future Elementary Teachers: Professional And Emotional Intelligence
A. Teacher Professionalism
1. Definition and Characteristics of Professions
In the overall educational activities, teachers have a central and strategic position. Because of its position, either from the interests of national education and functional assignment of teachers, all of them demand that the education carried out professionally. A discussion of professional teachers associated with several terms, that profession, the professional itself, professionalism, professionalization, and professionalism.
Profession is a statement of dedication to a job or position (Piet A Sahertian, 1994:26), in which the job or the job requires skill, responsibility, and loyalty to the profession. A profession in theory could not be done by just anyone. Professional refers to a person or a person's appearance to suit the demands should be. Describes the process of making one's professionalization as a professional through education. Professionalism refers to the degree of one's appearance as a professional or the appearance of a job as a profession related to attitude, commitment, and code of ethics; professionalism can be high, medium, or low. While matters relating to the so-called professionalism keprofesiaan (Smith Supriadi, 1999:94-95).
It is important to observe that the profession has some basic characteristics. According to Dedi Supriadi (1999:96) the characteristic is, first, the work has a function and social significance because it is necessary to serve the community. Second, the profession requires specific skills acquired through education and training 'old' and the intensive and can dipertanggungja-wabkan (accountable). Third, the profession is supported by a discipline (a systematic body of knowledge). Fourth, there is a code of ethics that guide the behavior of its members along with a clear and firm sanctions against violators of the code of ethics. Fifth, as a consequence of the services provided to the community, the members of the profession by individuals or groups gain financially or material rewards.
The process of education in a society that increasingly advanced, demanding a democratic and open interaction between teachers and students in a professional manner. This can only be done by professional teachers, ie teachers who have the characteristics of professionalism. Professional teachers are teachers who have the skills, responsibility, and sense kesejawatan supported by a strong professional ethics. For that he must have sufficient competence and qualifications: intellectual competence, social, spiritual, personal and moral (Mohamad Surya, 2003:28). While HAR Tilaar (1999:205) menggagaskan professional teacher profile following the 21st century.
1) Have a mature personality and develop (mature and developing personality) as defined Maister 'professionaism is predominantly an attitude, not a set of competencies only. This means that a professional teacher is selected superior individuals;
2) Master the science and technology are strong. Through these two things a professional teacher will inspire their students with science and technology. Professional teacher should he is a 'scientist' is formed to be educators.
3) Master the skills to generate interest and potential learners. Therefore, a professional teacher should master the skill is methodological membelajarkan students. These characteristics that distinguish the teaching profession from other professions. If these characteristics are not truly controlled by the teacher, then anyone can be a 'teacher' as was the case today. Further result of this is the teaching profession will lose 'bargaining position'.
4) Development of a sustainable profession. Propesi teacher is to educate the profession. As well as educating the ever-evolving science, then the profile of professional teachers are teachers who continue to develop the competencies themselves. The development of these competencies can be done institutionally (LPTKs), in educational practice, or individually.
In line with the idea of HAR Tilaar above, Dedi Supriadi (1999:98) quotes Education Leadership Journal March 1993 edition of the five things that must be achieved in order to become professional teachers. The fifth thing is.
1) Teachers are committed to students and their learning. This means that teachers are the highest commitment to the interests of their students.
2) Teachers have control over in-depth material / subjects that are taught and how to teach it to students.
3) Teachers are responsible to monitor student learning outcomes through a variety of evaluation techniques, from observations of student behavior is the way to test learning outcomes.
4) The teacher is able to think systematically about what it does, and learn from his experience. That is, there must always be time for teachers to hold a reflection and correction of what he had done. To be able to learn from experience, he must know what is right and wrong, good and bad effects on student learning.
5) The teacher should be a part of the learning society in the environmental profession.
All five of the above is very simple and pragmatic. Precisely because of simplicity it will make things convenient. To confirm the success of the performance of professional teachers and educators as a strategic position in building societies, Mohamad Surya (2003:290-292) emphasized the need for an effective teacher has a personality. Personality is the overall behavior in a qualitatively different aspects will form the uniqueness or the uniqueness of a person in interaction with the environment in various situations and conditions. Kepribadain effective a teacher is qualified personality that is able to interact with the educational environment as well as possible so that the needs and educational objectives can be achieved effectively.
Effective personality has a number of competencies that stem from mastery of the components of the subject (subject matter), professional quality, process control, self-adjustment capability, and quality of his personality. Personality will be realized through the effective functioning of the whole human potential fully and completely through the interaction between the self and the environment. According to William D. Hitt (1993), among others, human potential is the power of reason, which is based on four levels of stairs in the form:
(1) Coping, namely the ability to perform actions in the face of the everyday world with the good;
(2) Knowing, namely the ability to understand reality and truth of the everyday world;
(3) Believing, beliefs that underlie the various measures, and
(4) Being, namely self-realization of an authentic and meaningful.
If we look at the characteristics of effective personality as described above, it appears that its elements are closely related to these factors and the potential of a person's psychological competency. One of the potential of human psychological currently received intensive study because it is believed as one of the dominant determinant for the effectiveness of one's personality to interact and overcome problems of daily life is emotional intelligence (EQ, Emotional Quotient).
B. Emotional Intelligence
1. Center for Rational Emotional Intelligence in the Brain and Intelligence.
The human brain is the most complex mass of protoplasm ever known in the universe. This organ consists of three basic parts, each with a neural structure of certain tasks, which by Dr. Paul McLean (1990) called the "triune brain". These three parts are: the stem or reptilian brain, the limbic system or mammalian brain, and the neocortex (DePorter Bobbi & Mike Hernacki; 1999).
In the book Quantum Learning explained that the man called the mammalian brain (limbic system) is responsible for the functions of emotional and cognitive as well as setting one's biorhythms, such as sleep patterns, hunger, thirst, blood pressure, sexual arousal, and metabolism in the body. In the mechanism that occurs in the limbic system is emotional intelligence (EI = Emotional Intelligence, another name for EQ) are determined.
Joseph LeDoux (1992), a neurologist at the Center for Neural Science at New York University revealed that in the critical moments of emotional intelligence will be faster decisions than intellectual intelligence. This was in line with the study Dr. Jalaluddin Rakhmat (1999) who concluded that the emotional intelligence of human influence in the decision. In fact none of the decisions made purely from rational thinking human being because they all human decisions have an emotional color.
2. Basic Concepts of Emotional Intelligence
The term "Emotional Intelligence, emotional intelligence" - hereinafter referred to as emotional intelligence - first made in 1990 by psychologist Peter Salovey of Harvard University and John Mayer of the University of New Hampshire. This intelligence is related to certain psychological qualities which by Salovey grouped into five character abilities:
(1) Recognizing emotions themselves; region is the basis of emotional intelligence. Mastery of this person will have the sensitivity of decisions on personal matters.
(2) Managing emotion on the part of one's emotional intelligence is demonstrated by the ability to entertain yourself, let go of anxiety, moodiness, or the offense so that he can bounce back much faster than the decline and fall in life.
(3) Motivating oneself; kamampuan intelligence is related to someone in arousing desire, self-control, restraint of satisfaction and anxiety. Success in this area will make a person likely to be far more productive and effective in anything they do.
(4) Recognizing emotions in others. Closely related to empathy, one of which emotional intelligence is a "skill mix" basis. People who are empathic are better able to capture signals that hints at hidden social what is needed or desired anyone else.
(5) Relationships. Art relationships, demanding one's intellect and skills in managing emotions in others. Indispensable to support the popularity, leadership, and interpersonal success.
3. Emotional Intelligence Executive.
Executive Emotional Intelligence (EQ-Executive) can be briefly defined as a person's ability to manage emotions in order to deal with and provide anticipatory actions as well as solutions to the prob-yang dhadapi lematika in the running of the profession in an institution. Based on the idea of Robert K Cooper & Ayman Sawaf (2001), EQ-Executive will be the analysis in this study are based on four main pillars:
(1) Awareness of Emotional Literacy; aims to establish the locus of expertise and personal confidence through emotional honesty, emotional energy, emotional feedback, intuition, sense of responsibility and connection.
(2) Fitness emotion; aims to reinforce the authenticity, trustworthiness, and perseverance, extend trust, and listening skills, manage conflict and overcome disappointments palinmg constructive manner.
(3) The depth of emotion (emotional deepth); explore ways of aligning live and work with a person's unique potential and talents, support it with sincerity, fidelity to promises, a sense of responsibility that in turn enlarge the influence without a clear out a victory.
(4) Al-chemical emotions (emotional alchemi); deepen creative instinct and ability to flow with the problems and pressures and competing for the future by building ketarampilan to be more sensitive to the possibilities of solutions that are still hidden and opportunities still open.
Indicators that show how far the characters from each of the pillars above there in a person in this study will be revealed with the instrument EQ_MAPTM. This instrument is the result of an in-depth study, statistically reliable and tested standard for labor in the USA and Canada. These instruments attempt to uncover the 21 executive intelligence scale profiles, namely:
(1) events in life (12) mercy
(2) Pressure of work (13) How to view
(3) pressure of personal problems (14) Intuition
(4) emotional self-awareness (15) The radius of trust
(5) The expression of emotion (16) Personal Power
(6) Awareness of emotions to others (17) Integrity
(7) intentionality (18) Public Health
(8) Creativity (19) Quality of life
(9) Toughness (20) Relatioship Quotient
(10) Interpersonal relationships (21) Optimal Performance
(11) Constructive Discontent
In the EQ-Map of twenty-one scale EQ-profile executives on further divided into five categories. The five categories are: Current Situation, Emotion Skills, Emotional Skills, Values and Keyakian EQ, and the results of the EQ.
a. Current Situation
This category describes how the profile of the emotional quality of a worker in the face of the events experienced by both families, communities and the concerned work. These include:
1) Events in Life
Related to the toughness of someone in the face of everyday events that generally can function as a source of the involvement of the pressure (stress). These events are for example: the threat was dismissed, out, or retire; dealing with a new job or a new leader; downsizing or changing the structure of employment in the workplace, financial loss or loss of income; death of someone close friend or family; air-moving, relocating or buying a home new; the presence of new members in the household or increased responsibilities in the family; a victim of crime or dealing with legal problems, or serious illness or injury affecting themselves or close friends / family.
2) Work Pressure
The definition is a picture of how much pressure conditions and employment situation of the quality of the emotional / self a worker. It includes: the relationship with immediate supervisor; job security; shifting of work priorities; too much work or tedious; control / monitoring of the institutions that are not flexible to work; promotion policy and unfair career award from the leadership; deadline in completing the work; loss of commitment to the job; feel useless or unable to work; flexibility of working hours; journey deep into the workplace.
3) Pressure Personal Problems
This scale to say how much personal problems became a source ketertekanan in their job. Problems was mentioned among others: financial difficulties; increased family responsibilities; conflict with or separate from a colleague / partner; declining personal health; problems with family; not enough spare time to family; environmentally hazardous or unsafe; conflict sexual conflict between family and work.
b. Emotional Skills
This category describes how the profile of the person's quality of recognizing emotions in themselves, include:
1) Self-awareness Emotions
With regard to the ability of a person's thoughts and feelings about oneself among other things: mentioning of feeling; listen to his own feelings: feelings of self-aware at all times; express anger appropriately; know the reason for sadness; filter the mindset of others in assessing oneself; enjoy own emotional life; afraid of the emotions of others; desire to be someone else; careful attention to peru-physical material when expressing emotion; accept yourself feeling what it is.
2) Expression of Emotions
Letting others know if they work well; express negative emotions; let others know about the desires / needs; expressing appreciation towards others; let others know when there are bad feelings that interfere with work; asks for help to others when need help ; in interaction with others can feel their feelings; not pretend to do anything to not look stupid in front of others.
3) Awareness of other people's emotions
Can recognize emotions in others by observing their eyes; easy to talk with people who have one point of view; attention to people who have a positive quality; compelled to comfort others; think about the feelings of others before expressing views; always a good listener; can feel the mood of the group; can create a new person to talk about their own familiar; can "read between the lines" when someone is speaking; the ability to know how others feel; can find out one's feelings even though he did not speak; can alter the expression of emotion depending on the who is dealing; can know when someone else is upset.
c. Emotional Skills
This category describes the behavior or a person acting purposes relating to the management of emotional impulse. That among other things:
Can easily ignore the distractions when the need to concentrate; able to resolve almost all ideas; know how to say "no" when it should be so; know how to respect themselves after reaching a goal; can get rid of first-term rewards for short-term goals length; can focus my attention on a task until it is finished when I should be so; accept responsibility for the management of emotions; when dealing with a problem, take care as soon as possible; thinking about what I want before acting; can postpone personal gratification for the sake of larger goals ; can membicaraka problem with yourself; not angry when criticized; know the cause of anger.
Have an idea innovative projects to the institution; owe the bed and in a variety of information and ideas; predict the future to facilitate the objectives; bring the best ideas when you're not thinking about it; have brilliant ideas either in the form of a flash and that seemed to be intact; have sensing is good for when an idea will succeed or fail; moved by the concepts of new and unusual; have implemented innovative projects at the institution; moved by ideas and new solutions; expert in brewing problem solving to produce number of options.
Can recover quickly after feeling disappointed; can acquire needed if the determination was made; obstacle or problem may have resulted in unexpected changes to the better; easier to wait patiently when should thus; there is always more than one answer true; know how to satisfy all parts of the self; not like to suspend a job; not afraid to try again if ever failed in the same job; able to decide that certain problems are not valuable to worry about; capable of relaxing themselves when beginning to tense; can see the side humor of a situation; can be ruled out before a problem to get a better perspective; when facing a problem of attention focused on those aspects that can be done to solve it.
4) Inter-Personal Relationships
Can be sad when losing something important; feel comfortable with someone who is too emotionally close; have friends who are reliable in tough times, many showing affection to their friends; when having problems, know where to go and what to do to mnemecahkannya; beliefs and values espoused guide my daily actions, the family is always ready when needed; sure that my friends were really concerned as a person; easy to make friends; no difficulty if the need to cry or feel sad.
5) Constructive Discontent
Could disagree with the effective way to change things, express feelings meskiupun it will lead to a difference of opinion; when a problem comes to feel confident their own to solve it; stay calm even in situations that make others angry; not afraid to make the problem even though it can avoid it; easy reached an agreement with co-workers; looking for feedback about his performance itself; expert in organizing and motivating a group; happy face challenges and solve problems on the job; listen to criticism with an open mind and accept it when it can be justified; let the problems reach a critical point before membicar-akannya; when asking critical comments focused attention on the behavior not the person; not avoid a confrontation when dealing with the problem.
d. EQ values and beliefs
This category describes the behavior of a person to act or purpose related to the management of emotional impulse associated with the values of faith (belief). Included in this category are:
Being able to see the pain on others even if they do not talk about it; can read other people's emotions from their body language; act ethically in dealing with others; will not hesitate to leave the busyness in order to help people in trouble.; Account for feelings of others in interaction with them can put themselves in the position of others, no person who never / unforgivable; easy to forgive because the self is not perfect; help others maintain her dignity in a difficult situation; not so worried about the deficiencies of the self; not envious someone more capable.
Seeing the positive side in all things, love life, to know and be able to find solutions to difficult problems; believe that things usually get better by itself; not feel frustrated in life, although many people broken promise; like who they are; see challenges as opportunities to learn, although under pressure, believe will get a solution.
Sometimes getting the right answer to a problem without apparent reason; hunches are usually right / prove; can describe the targets in the future, when designing or working on something already can see the product or the final image even though it is unfinished; believe in the dream itself although others can not see or understand it all.; when faced with difficult choices, can easily follow your heart; rarely change determination was made; recognized people that can predict or have a hunch that sharp is not difficult to accept the view different; rely on impulse when making decisions.
4) Radius Trust
Believe that people will not use him for granted; trust without being too tied to the reason; anyone easy to believe; respect anyone; might reward people deserve better; trust a close colleague at work; feel able to do much; in life This many a fair or reasonable; try to overcome problems with an alternative plan; when meeting with new people, a lot of personal information disclosed to them.
5) Personal Power
Feel they can make anything happen; see that fate is not so important in life; for the improvement could oppose the established hierarchy in the workplace; feel that the situation can still be controlled; not require recognition from others for their own work; easy to like something; not difficult to accept compliments; feel has the ability to get the desired feel in control of life; not feel scared and out of control when everything is changing rapidly; pleased responsible for something; know you want then after getting the other.
Always willing to admit mistakes done; do not feel like an impostor, deceiver or liar; ready to change job if no longer excited by the work; view work as an extension of personal value systems; strive to never lie; can not accept a situation that is not trust him; not exaggerate the ability because he wanted to get a better chance; always straightforward despite facing very difficult; can not do any work contrary to the beliefs.
d. The results of the EQ
This category relates to the events of one's selfhood is strongly suspected as a consequence of the quality of the EQ is concerned. Include the following.
1) Health General
a) Physical Symptoms Frequently Felt:
How often experience the following things are the measure of the quality of general physical health, ie, back pain not due to injury; experiencing weight problems (over or under); tension headaches: migraine headaches; colds or respiratory problems not because of weather changes / asthma; experiencing stomach problems (bloating or abnormal bowel movements); chest pain not due to injury; aches and pains on the body that is difficult to explain; pain or chronic pain other than those described.
b) What are the symptoms of Conduct Frequently:
How often experience the following things are the measure of the quality of healthy behaviors in general; is experiencing problems associated with eating (appetite loss, irregular, continuous), smoking in the capacity out of the ordinary so far, drinking alcoholic beverages; taking tranquilizers; take aspirin or painkillers (pain) else; drinking habits of other drugs; withdraw from close relationships with parties / others; criticize, blame or harass another person; feel victimized or exploited by others; addicted to watching TV (> 2 hours a day); conducting recreational / play more than 2 hours a day; not like the interference of others; often experience physical accident / injury
c) Emotional Symptoms:
How often experience the following things are the measure of the quality of mental health in general, ie, difficulty concentrating; feel the overload of work; the attention of easily distracted; not easy to forget something negative impression / continued anxious feeling depressed, upset or desperate; feel lonely; mind was blank; feel tired or overloaded; difficult to stabilize the heart or make decisions; difficult to initiate an activity / difficult to calm down to begin an activity
2) Quality of Life
Feeling very satisfied with the life lived now; feel strong healthy and happy; feel the peace and prosperity in the liver; not feel the need to make many changes in life that truly happy; is felt to meet the needs of the most in; get more many of the expected out of life; like themselves as they really are; work feels good; felt he had found meaningful work; feel in a pathway that leads to satisfaction; feel has deployed most of the capabilities themselves.
3) Relationship Quotient
There are a number of related (relations) on a deeper level; honest to the people who are familiar as they were honest with himself; loving someone deeply; easy to find people who can get along; can make long-term commitment to anyone for a relationship; realized that he was meaningful / important to many people; find it easy to tell people that he cares about them
4) Optimal Performance
Satisfied with current performance; colleagues looked at that ourselves facilitate good communication between group members; not feel isolated at work; easy to deploy attention to the work to be done; in the work team, involved in decision making; not experience difficulty in meeting commitments or menyelesaiakan task; keep trying to improve the performance of self in order to produce the best.
III. Discussion, Past Findings and Discussion
In this section, the authors considered it essential to first define the term professional in the Teacher Professional. The term professional in this paper does not refer to the use of the term on the Law of National Education Systems (UUSPN)-which often creates confusion in the field of discourse - which states "Higher education consists of academic education and professional education." The definition of academic education is education that most of the portion devoted to the mastery and skill development of science and weighs less. Academic education is a degree program (Sarjana/S-1, Magister/S-2, Doktor/S-3) organized by high schools, institutes, and universities. On the other hand, professional education is education that weight debriefing skills more than on the mastery of theory or concepts because the students are prepared to fill the jobs that exist in society.
In other terms referred to as non-degree education. Professional education was organized by colleges and polytechnics in the form of Diploma courses, as well as by high schools, institutes, and universities. This notion invites interpretation of ambiguous secant-going academic education does not prepare graduates and professionals ready to work. Therefore, a professional teacher or education professional in this paper is intended as a graduate education in addition to having special skills also include the dimensions penguasasaan scientific, social, ethical / moral, and humanitarian values of a job. It does not matter whether he is a graduate diploma program or programs strata (S1, S2 or S3).
If we examine the characteristics of professional teachers as expressed in these pages earlier, in addition to relating to matters that are academic and skills will be found some of the more condensed statements of moral-psychological nuances such as: responsibility, have a personality that mature and develop, moral, spiritual, commitment to student interests, able to think reflectively and corrective, as well as having an effective personality. Character of professional teacher so it's definitely much needed on teacher self (SD) as a major capital in the face of present and future challenges of an increasingly complex: the development momentum of science and technology, life and career competition is increasingly fierce and sharp, and the demands of quality of life and education in the midst of an increasingly high society.
Therefore the implementation of educational programs for prospective teachers, especially elementary school teachers - by LPTKs should be directed at efforts to prepare teachers who are professionally competent and have the personal maturity sufficient to emotional intelligence and resilient. Accordingly, it can be assumed that in order to produce the achievement of prospective teachers tersiapkannya (SD) are professionals who are able to anticipate the complex demands of the present and future, it must be designed such that a managerial services that can serve to facilitate the development of emotional intelligence of the student teacher candidates; particularly with respect to intelligence in the face and overcome various problems in achieving career success or achievement, known as the executive intelligence (EQ-Executive).
The idea of the need to programmatically LPTK ripen personality and emotional intelligence of the student teacher candidates (SD) is not something that is making it up but also based on the results of analysis of various literature. A variety of information suggests that one common reason that can lead to aberrant behavior of a person - including teachers - in responding to the environment, such as pesismis and negative self-concept, generally not because the poor quality of skills and academic ability alone, but because they do not have a maturity of less personality or emotional intelligence, for example lack of ability (skill) to achieve what they want (need for achievement) or the vulnerability of their psychological readiness in dealing with the rewards (reward) is on hold, or they have an internal locus of control (autonomy) lower compared with the trend of external locus of control (dependency on others) in him (Asmawi Zainul, 1999:13).
Goleman (1998) strengthened that aberrant behaviors caused by low emotional intelligence (Emotional Intelligence) related to the immaturity of their psychological condition is concerned in terms of: self-motivated and endure frustration; controlling impulses and not exaggerate the pleasure; set the mood heart and keep the burden of stress does not cripple the ability to think; empathize and pray. In other words, deviant behavior both of the teens (including students) and professionals (teachers) to indicate how low their Emotional Intelligence.
From a number of studies have been done Goleman berkesim a collection that 80% of one's career success is determined by emotional intelligence (EQ) it. Based on the number of results, even proven that the Mind Intelligence (IQ) or purely academic intelligence does not offer any practical preparation for the turmoil caused by the difficulties of life. Therefore, he cautioned that in educational institutions (formal or informal) needs to develop a mechanism that is quite effective in creating conditions conducive emotional (Goleman, 1998:47).
Robert K Cooper & Ayman Sawaf (2001) in this part of the introduction of his book (Executive EQ) asserts that if the 20th century assumed the success of one's profession is largely determined by IQ, then based on the evidence that many in the late 21st century, can be affirmed that a person's success in facing the tasks of life is determined by emotional intelligence (EQ). More specifically, they introduce the 'Executive EQ' as an important variable for the success of one's profession. If we view the task of educating a teacher is a form of executive tasks in the sense that demands professional competence and certain credibility then the mind Robert K Cooper & Ayman Sawaf is eligible for consideration by the managers LPTK prepare prospective teachers (elementary).
Other empirical foundation for this is the result of a serial study for not less than twenty years of John Gottman (1998), conducted on no fewer than 119 families, who found strong evidence that those who have a relatively good EQ, capable of acquiring higher academic value, are able to get along better, did not experience behavioral problems, and not easily provoked to commit acts of violence when compared with children whose parents do not practice that kind of thing. Theory and empirical evidence of Emotional Intelligence (EQ) gives new hope and optimism towards the development of quality education profession, particularly in environments LPTK.
The next issue is, in what way the coaching prospective teachers (elementary school) who are professional and emotional intelligence in doing LPTK. By adapting some ideas HAR Tilaar (1999:368-378), Dedi Supriadi (1999) The following are the things that need to be considered to address the issue.
First, it needs to be maintained and enhanced campus ecology that is conducive for the holding of a democratic course, uphold human rights (students), ease of access to information, encourage the development of science and technology, and instill fondness towards quality orientation in the various facets of life (college).
Second, maintain and improve the condition of the memberda-Yakan campus students. There are four basic capital that play a role in the process of empowerment of students within the campus of faculty, students, administrative personnel, and supporting facilities. These four components are intertwined-mengkait in empowering students with the campus bureaucracy support the 'liquid' (not stiff); innovative and exploratory spirit of professors who remain familiar, friendly, polite but still firm; develop and support critical reasoning students; uphold the discipline; oriented on quality, and provision of adequate facilities.
Third, the existence of intensive effort, organized and continuously to the collaboration between teachers (teacher candidates) that happen to share the experience in terms of ways to master and implement the principles of pedagogy in general as well as didactic-methodical specifically applicable to each subject .
Fourth, If we mensepakati that the most fundamental elements of emotion in teaching is compassion, then since they (prospective teachers) to enter the world lecturing on LPTK, get used to since they entered the study with an early Valentine's Pedagogy. This message refers to the philosophy of Islamic learning in the early ordered learning (reading) by the name of God. The first revelation received by Prophet Muhammad said "Read! With the name of your Lord..." While the name of the god who first introduced to humans and found in almost every letter of the Koran is the "Ar-Ar-Rohman and Rohim, the Supreme Compassion and Love Supreme". True what is said Federico Mayor, former Spanish Minister of Education, "... There is only one pedagogy.. The pedagogy of love" (there is only one pedagogy. Namely pedagogy of affection). Basic education is the affection, love is sincere. If teachers have lost compassion for his students, then that's when education began to lose its identity. Ironically, almost three decades terakhi, prospective teachers in LPTK since the beginning of more frequent contact - even hanging out - with science education 'modern' began to lose touch of compassion and sensitivity in young men. Approaches, models, methods, techniques and learning the instrument even taught to the prospective student teachers (SD) refers to the flow of highly viscous Behavioristic saw man as a machine (homo mechanicus) which is fully controlled by the environment.
Fifth, campus life (student interaction in it, including lectures) should be designed so that a realistic miniature life in which they manage, actualize, and ate tangkan his emotions in a healthy development. It is very important to have institutions in LPTK planned and periodically conduct studies and monitor the student profile and emotional development of prospective teachers (elementary). From the results of this study was then performed activities, coaching or training specific to their emsosi finalize development of intelligence.
IV. Conclusions and Suggestions
Teachers (SD) of the present and the future of the middle and will always be faced with the challenge of the times that increasingly heavy and complex. For that teachers should have two teachers' professional competence and character of capital adequate emotional intelligence as well as tough. Both of these competencies should be early flyer by producing institutional prospective teachers (LPTKs) through:
(1) the creation of campus ecology of a democratic, humanist, religious, scientific, and oriented towards quality;
(2) the creation of a campus that empower students;
(3) facilitating collaboration among teachers (teacher candidates) that happen to share the experience;
(4) involving students early and intensely into the pedagogy of affection in the management of learning; and
(5) mencipatakn campus environment and conduct studies and services for the introduction and development efforts emotional intelligence profile of the prospective student teachers (SD).
In this paper the authors propose mengahiri some suggestions related to preparing prospective teachers (SD) are professional and have adequate emotional intelligence. The suggestions are as follows.
1. Preparation of professional teachers with adequate emotional intelligence should begin from the time of recruitment (admission) students of primary school teachers. Materials, instruments, and how the selection of candidates should refer students to the characteristics and standards of professional teacher profile and emotional intelligence.
2. The student teacher candidates (SD) during their education in addition to undergoing coaching insight, character, and profiles of prospective professional teachers he nevertheless should be intensively evaluated periodically during their education is concerned were able to show some character of professional teacher. Evaluation for it are certainly not enough to 'paper-pencil test' solely. Assessment system with assessment instruments combined with a structured internship program in elementary schools varied for prospective elementary school teachers would be more precise than the pattern of the Field Experience Program (PPL), which had been running. Related to that, since the early college students should be facilitated to be actively involved in a container / teacher professional organizations.
3. Lectures related to pedagogy or teaching method should be enriched by literature studies more dominant shades of humanistic, spiritual, moral, and emotional intelligence.
4. Each producer LPTK prospective teachers (elementary) should have a special institution in charge of periodically conduct studies / research to uncover the profile and development of emotional intelligence prospective student teachers (SD). The results of this study into the input materials and further guidance for the students concerned.