PROSPECTS OF EDUCATION IN THE GLOBALIZATION ERA

Since the first, education is an important vehicle for the community, both as a vehicle for cultural transformation, socialization with surrounding communities, as well as a vehicle for the transformation of science itself. Therefore for the community, education is an essential element whose presence indicates the existence of society itself.
Since ancient times, or about the year 900 BC when education began to be institutionalized in the town of Sparta, education was never directed to himself, but education will always be used as a tool. Here, education can be any device, education as a means of distributing knowledge, character creation tool, tool skills training, a certain ideology planting tool, a tool to increase employment, investment tools, tools to raise awareness to live together, a tool for creating social justice, melanggengakan tool for power, the tools to dominate a particular group and others.
As a tool, education devoted to one or several objectives to be achieved that vision and mission contained therein. There is where the struggle for influence of various forces complete with their ideology, which is not uncommon to sacrifice the process and the social objectives of education itself. In this condition the political and economic forces play an important role. Political strength to impose his authority will continue to struggle for education as an arena of influence, so even with the economy, with its capital strength, business education arena used to make profits as much as possible, so that what is called the commercialization of education.
Commercialization of education that will ultimately make education for some people used to accumulate capital and make profits. In this condition placed education as a commodity that will eventually become expensive items, which can only be reached by certain groups only, whereas in the larger society is not able to enjoy the progress of education because of their economic limitations.
The result is the inequality of education among the people, in short there is inequality of educational services. Education can only be reached by a group who are economically disadvantaged (established) by the structure and the existing social system. While for those who come from economically exploited class that will not be able to reach education. This means, for those who have money and can afford it, then he will get service and maximum quality of education which, while not capable, then he will enjoy a potluck education, even they often are unable to access education at all. Education has long become a collective human effort to maintain its existence and its culture, is now experiencing a shift in orientation, vision, mission and ideology that resulted in a threat to human existence itself.
In this case the nature of education as a strategy for maintaining the existence of human culture and the culture has been knocked out by the economic systems that place more emphasis on capital that has delivered classes in society. All systems and capitalistic economic structure has made it perpetuates the practice of education social class and social injustice. For that we must prevent that education is not to result in making man into eklusivistik educated, elitist because of his position as an educated class.
In this case what is proposed by Brubacher of "education, if not power, power that is at least potentially. Education will give man what he did not have before, education will provide a tool that is always effective protection for their interests ". In addition, education with all its shortcomings and advantages able to create human beings with different positions and his contemporaries.
With regard to the era of globalization that is now increasingly global, this phenomenon is characterized by rapid development of communications and information technology, resulting in an explosion of information in various parts of the world. This development has driven mankind to always be prepared with a variety of possibilities resulting from the strong wave of information. Rapid informatization process in turn make the horizon of life in this world at once increasingly widespread and is increasingly shrinking world. This means that issues of human life become a global problem or at least can not be separated from the influence of events in the other hemisphere, both poilik problem, economically and socially. [1]
Knowingly or not, the rapid development of communications and information technology have led to depletion of the differences in space and time. As we know, that an event that occurred in the mainland United States and Europe can we see in our respective homes on the spot (when the incident took place).
Conditions like this can not be avoided by anyone and anywhere. In this case the "escape" is not the right answer from this condition. Therefore we are required to be able to deal with a variety of preparation conditions and capabilities possessed. Globalization presents opportunities and challenges that are left entirely to the human to react to it. This is where human ability and strategy are at stake, whether it is capable of taking the opportunity for good or did he instead caught and even less of the challenges faced, as do the world of education.
In education, the influence of the wave of globalization which is characterized by a stronger understanding of the free market is also much less pronounced. In this era tradition of mankind to sustain their existence through education gets a serious challenge, because education was for some humans can be used to accumulate capital and make profits as mentioned above. How could the human tradition of the vision of education as a strategy for human existence that has been reproduced for centuries, replaced by a vision that puts education as a commodity, [2] which in turn make education a commodity economies. In this condition a proper education will be expensive items, which not everyone is able to reach them.
As stated above, that globalisalsi presents a number of positive opportunities for life easier, convenient, inexpensive, beautiful and forward; also can present opportunities as well as negative, that is causing unrest, misery and misdirection. Globalisai worked for 24 hours by offering lots of choice and personal freedom. Short said today there has been a flood of options and opportunities flooding. It's up to one's ability to select it. U Thant, former UN Secretary General in the 1970s, said that current resources are no longer restrict the decision, but keputusanlah who created the resource. [3]
In the perspective of education, Could we create and develop an education system that produces graduates who are able to vote without losing the opportunity and identity. Because of the tendency of globalization is a phenomenon that can not be avoided, therefore many of the ideas in the face of globalization that emphasizes the need for global thinking and insightful, but must still adjust decisions and actions with tangible reality in front of him. In this case, as quoted Muchtar Buchori Tirtaraharja Umar and S. L. He Sulo, argues "think globally but act locally". For Indonesia the background that embraces the motto Unity in Diversity, it is not only national but also consider aspects of the local aspect in the regions concerned. [4]
With the rapid development of communications and information technology as a result of the globalization wave, then in fact this is an opportunity for education to develop themselves better and more evenly. At least, with the inventory and development of learning technologies that will further spur endless pembejaran quality-based technology to be improved.
In terms of educational equity, with the rapid development of communications and information technology are least able to provide education in remote areas, for example with a model of distance education. This is an opportunity to further improve quality and equity of education in Indonesia. So expect an increase both in quality and quantity of students who take part in education.
This is where the skills and acumen humans strategies tested Indonesia's education. Therefore we need a new development strategy in the face of this globaliasasi wave.
In addressing the rapidly increasing wave of globalization, UNESCO (United Nations Educational, Scientific and Cultural Organization), respond to reaffirm some of the recommendations in October 1994 in Geneva, as stipulated in the UNESCO document, the Integrated Framework of Action on Education for Peace, Human Rights and Democracy , namely: [5]

   1. Education should develop the ability to recognize and accept the values ​​that exist in the personal diversity, gender, society and culture as well as develop the ability to communicate, share and cooperate with others.
   2. Education should affirm identity and encourage the convergence of ideas and settlements that fosters peace, brotherhood and solidarity between individuals and society.
   3. Education should develop the ability to peacefully resolving conflicts without violence. Therefore the education should also promote the development of inner peace and mind of students, thus they are able to build a more robust quality of tolerance, patience, willingness to share and maintain.
   4. Education should instill a sense soldaritas and similarities in national and international rankings, in the perspective of a balanced and sustainable development.


Fourth UNESCO recommendation is education strategy in the face of rapid globaliasasi wave. However, of equal importance, namely the strategy of internal strengthening of institutions, which include:

   1. Strengthening of institutions with policies that support. Here the education reforms need to develop a number of macro and micro policies in long-term plans, medium term and short term. [6]
   2. Structuring management from planning to evaluation
   3. Development and improvement of the quality of Human Resources, without a superior human resources it will be difficult if not impossible to improve the education that can survive and compete with global developments.
   4. Ability to adapt to global or international pergaualan, it certainly requires knowledge, insight and ability to communicate globally and language skills.
Ultimately this strategy will depend largely on the strength of the willingness and ability of humans Indonesia to take advantage of educational opportunities available in this globaliasasi era.

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Education System

Education system conducted in a professional and highly suitable for employees who are busy with work as well as for non-employees. In addition to face-to-face lectures, also utilizing a variety of effective methods through individual task oriented, group communicative tasks, and ended with the guidance of workmanship thesis / final project / thesis is directed, programmed and scheduled so that students can complete studies on time.
Graduates are prepared to Bachelor (S1) in accordance with department / study programs, which can develop its identity with the provision of science, technology, and art, so as to resolve / solve problems and develop their knowledge.
The curriculum is based on Semester Credit System. Quality curriculum is designed in addition to referring to the core curriculum / national, also based on the development of science, technology, art, and to the needs of the workforce and the need for further studies into higher education.

study english

In English : “Would you care to validate your previous statement?”
In Indonesian : “SUMPE LO?!
In English : “Sorry, I think you miscalculated your own capabilities to handle the task at hand.”
In Indonesian : “Nenek lu kiper!
In English : “Would you care to elaborate on that statement?”
In Indonesian : “MAKSUD LOH?!”
In English : “There’s a 75% chance I won’t make it, I’m far too busy for ur stupid event.”
In Indonesian : “Insya’allah gw dateng!”
In English : “The meeting will start at 9:15 AM. Please be there 15 minutes beforehand.”
In Indonesian : “Rapatnya jam 8!”

In English :”Let’s try this new scam and see if those carbo-ladden brains buy it”
In Indonesian : “Mama minta pulsa”
In English : “Please stop by our outlet. There might be stuff you’ll find interesting.”
In Indonesian : “Giordanonya, Kakaaak!”
In English : “I’ve stumbled upon something that might be of interest to you. You might find it useful.”
In Indonesian : “CEKIDOT GAN!”
In English : “I’m so overwhelmed by this turn of event that I’m speechless and in awe.”
In Indonesian : “ANJROT!”
In English : “This is a very interesting topic that everybody should stay updated about this.”
In Indonesian : “Sundul, Gan!”
In English : “I definitely won’t make it. You guys go and have fun without me.”
In Indonesian : “Ntar gue nyusul.”
In English : “You’re absolutely, positively 100% correct. But I knew that already.”
In Indonesian : “EMBEER!”
In English : “That’s so profound. I can’t contribute anything further but I need to say something to sound equally smart.”

Guidance Counseling

Guidance is the process of providing assistance (process of Helping) to individuals to be able to understand and accept themselves and their environment, self-directed, and adjust positively and constructively to the demands of the norm of life (religion and culture) to achieve a meaningful life (happy, both personally and socially) "

Guidance and Counseling, "The process of interaction between counselor and client / konselee either directly (face to face) or indirectly (via the media: the internet, or phone) in order to help the client to develop their own potentials or solve the problems they experienced."
Guidance and Counselling service functions

    * Understanding the function
Understanding the Characteristics / Potential / Tasks Learners progress and help them to understand it objectively / realistically

    * Preventive function
Providing service orientation and information about various aspects of life worthy of learners so that they understood the problem prevented

    * Development function
Providing Guidance Services to Help Learners are able to develop the potential of him / her duties perkembagannya


    * Function curative
Helping Learners so that they can solve his problems (personal, social, learning, or career)

Type - type of Guidance and Counselling
Academic Guidance
Aims:

   1. Have an attitude and a positive learning habits.
   2. Highly motivated for lifelong learning
   3. Having an effective learning skills.
   4. Have the skills to set goals and planning learning / education.
   5. Having the mental preparedness and ability to face the exam.
   6. Have the skills to read a book.

Individual counseling / social
Aims:

   1. Practice the values ​​of faith and devotion to God Almighty.
   2. Have an understanding about the rhythm of life with characteristic fluctuations (between grace and misfortune) and capable of responding positively dg.
   3. Have an understanding and acceptance of ourselves objectively and constructively
   4. Having great respect yourself an eye out
   5. Can manage stress
   6. Able to control myself from doing the forbidden religion
   7. Understanding yourself and able to express feelings appropriately
   8. Having the ability to solve masalh
   9. Have confidence
  10. Having a mentally healthy

Career guidance
Aims:

   1. Have an understanding of the high schools.
   2. Have an understanding that the study is an investment to achieve future.
   3. Have an understanding of the relation learned by working.
   4. Have an understanding of the interests and abilities related to the job.
   5. Having the ability to form a career identity.
   6. Having a positive attitude toward work.
   7. Having an optimistic attitude in the face of the future.
   8. Have the will to improve the capabilities related to some work.

Family Guidance
Aims:

   1. Having the attitude of the leaders in the family
   2. Able to empower themselves in a productive
   3. Able to adapt to the norms that exist in the family
   4. Able to participate actively in achieving a happy family life.

The goal gave Guidance and Counselling services

   1. The values ​​of religion as a guide in behaving
   2. Behave on the basis of a decision that considers the aspects of values ​​and courage to face risks.
   3. Having the ability to control themselves (self-control) to express emotion or to meet the needs of self.
   4. Able to solve the problem fairly and objectively.
   5. Maintaining the values ​​of friendship and harmony with others dalamberinteraksi.
   6. Uphold the values ​​of natural male or female as the basis of social life
   7. Developing potential through a range of positive activities
   8. Enriching the strategy and look for opportunities in a variety of life challenges of an increasingly competitive.
   9. Develop and maintain control of behavior, values, and competencies that support career choices.
  10. Who believe in the values ​​embodied in marriage and family as an effort to create a dignified reply.

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Secondary school

Secondary school (SMP abbreviated, England: junior high school) is a basic education in Indonesia in formal education after primary school (or equivalent). The first secondary school to within 3 years, ranging from grade 7 to grade 9. In the academic year 1994/1995 to 2003/2004, this school was once called junior high school (junior high).
9th graders are required to follow the National Examination (formerly Ebtanas) that affect students' graduation. Junior high school graduates can continue their education to high school or vocational high school (or equivalent).
Junior high school students are generally aged 13-15 years. In Indonesia, every citizen aged 7-15 years are obliged to follow basic education, namely primary school (or equivalent) 6 years and junior high school (or equivalent) 3 years.
Junior high school run by the government or private. Since decentralization in 2001, the management of junior high schools in Indonesia that were previously under the Ministry of National Education, is now the responsibility of local district / city. While the Ministry of Education only act as regulators in the field of national education standards. Structurally, the first public secondary school is a technical implementation unit district education offices / cities.
In some countries, acts as a bridge between junior high school with high school. But the term could be used differently in some countries, sometimes inversely proportional to each other. For countries that use the Chinese language, especially in China, Taiwan and Hong Kong, also in Italy (= Scuola media), SMPS connotes the same secondary school.
Therefore in some of the terms in government and educational institutions, Junior is another name for "junior high school," which is basically a school after primary school. Naming as a junior high started to appear around 1909, at the time of the establishment of schools Indianola Junior High School in Columbus, Ohio. [1] Sedangan naming the middle school concept was introduced in 1950 from Bay City, Michigan. [1]

Primary schools

Primary schools (abbreviated SD; English: Elementary School) is the most basic level of formal education in Indonesia. The elementary school is within 6 years, ranging from grade 1 to grade 6. Currently sixth graders are required to follow the National Examination (formerly Ebtanas) that affect students' graduation. Primary school graduates can continue their education to junior high school (or equivalent).

Elementary school students are generally aged 7-12 years. In Indonesia, every citizen aged 7-15 years are obliged to follow basic education, namely primary school (or equivalent) 6 years and junior high school (or equivalent) 3 years.

Primary schools run by government or private. Since decentralization in 2001, the management of primary schools (SDN) in Indonesia that were previously under the Ministry of National Education, is now the responsibility of local district / city. While the Ministry of Education only act as regulators in the field of national education standards. Structurally, a public elementary school is a technical implementation unit of education

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Kindergarten or kindergarten

Kindergarten or kindergarten is abbreviated early childhood education (ie 6 years of age or below) in the form of formal education. Kindergarten curriculum emphasis on providing educational stimulus to help the growth and development of physical and spiritual readiness in order to have a child entering further education.

The duration of study a student in kindergarten usually depends on the assessed level of intelligence of the report card per semester. In general, to graduate from the program in kindergarten for 2 (two) years, namely:

     * TK 0 (zero) Small (small TK) for 1 (one) year
     * TK 0 (zero) Large (large TK) for 1 (one) year

The average lifespan of at least the early childhood can learn in a kindergarten ranged 4-5 years while the average age ranges from kindergarten to graduate 6-7 years. After graduating from kindergarten, or school education outside of school and education more equal, students then go on to higher education on it, the elementary school or its equivalent.

In Indonesia, a person is not obliged to pursue education in kindergarten.
[edit] Learning in Kindergarten

In kindergarten, students are given the opportunity to learn and are given curriculum age-appropriate learning at each level. Students are taught about the following particulars:

     * Religion,
     * Budi language,
     * Counting,
     * Reading (familiar characters and spelling),
     * Singing,
     * Socializing within the family and his playmates, and
     * A variety of other skills.

TK goal is to enhance children's creativity and raced to learn about a wide range of scientific approaches to the mind and language, religious, social, emotional, physical, motor, cognitive, language, art, and independence. All are designed as an effort to develop the power of thought and the role of children in her life. learning activities are packed in a model of learning while playing.

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Early childhood education

This article is part of a seriesEducation in IndonesiaTut Wuri Handayani.svgEarly childhood education
KindergartenRaudatul RAPlaygroupBasic education (Grades 1-6)
Primary schoolMadrasahPackage A study groupBasic education (Grades 7-9)
Junior high schoolMadrasah tsanawiyahStudy groups Package BSecondary education (Grades 10-12)
High school / vocationalMadrasah aliyah / vocationalStudy groups Package CHigher education
AcademyInstituteCollegePolytechnicHigh schoolUniversity
Early childhood education (early childhood) is the level of education before basic education which is a construction effort that is intended for children from birth to age six years through provision of educational stimulation to assist the growth and development of physical and spiritual readiness in order to have a child entering further education, which was held in formal, nonformal, and informal.
Early childhood education is one form of education that focuses on laying the foundation toward growth and physical development (fine and gross motor coordination), intellect (the intellect, creativity, emotional intelligence, spiritual intelligence), socio-emotional (attitude and behavior as well as religious) language and communication, according to the uniqueness and stages of development through which early childhood.
There are two purposes convening of early childhood education, namely:

    * The main purpose: to establish the quality of Indonesian children, the children grow and develop in accordance with the level of development that have optimal readiness in entering basic education, and living life in adulthood.
    * Destination broadcaster: to help prepare the child to achieve learning readiness (academic) at the school.
Span early childhood, according to Article 28 of Law 20/2003 on National Education System of paragraph 1 is 0-6 years. Meanwhile, according to the scientific study of early childhood and family operate in some countries, early childhood implemented since the age of 0-8 years.
Scope Early Childhood Education

    * Infant (0-1 years)
    * Toddler (2-3 years)
    * Preschool / Kindergarten children (3-6 years)
    * Early Primary School (SD Initial Class) (6-8 years)

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Education

Education is a conscious and deliberate effort to create an atmosphere of learning and the learning process so that learners are actively developing the potential for him to have the spiritual strength of religious, self-control, personality, intelligence, noble character, as well as the necessary skills themselves and society.Table of contents[Hide]

    * 1 The philosophy of education
          o 1.1 Primary education
          o 1.2 Secondary education
          o 1.3 Higher education
    * 2 Line Education
          2.1 Formal education
          2.2-formal Education
          2.3 Informal education
    * 3 Types of education
          3.1 Public education
          3.2 Vocational education
          3.3 Academic Education
          3.4 Education profession
          o 3.5 Education vocational
          o 3.6 Physical education
          o 3.7 Religious Education
          o Special Education 3.8
    * 4 See also
    * 5 External links
[Edit] Philosophy of education
Education usually begins at the time a baby is born and lasts a lifetime.
Education could have started from before the baby is born as practiced by many people by playing music and reading to babies in the womb in the hope he will be able to (teach) their baby before birth.
For some people the experience of daily life mean more than formal education. As Mark Twain said, "I never let school interfere with my education."
Family members have a very profound teaching role - often more profound than they realize - though family teaching running unofficially.[Edit] Primary education
Primary education is the level of initial education for 9 (nine) the first year of school kids that underlie secondary education.[Edit] Secondary education
Secondary education is the level of basic education, further education.[Edit] Higher education
Higher education is education after secondary education which includes the undergraduate, masters, doctoral, and specialists organized by the college.[Edit] Track education
Pathways through which education is a vehicle for learners to develop your own potential in an educational process in accordance with the purpose of education.[Edit] Formal education
Formal education is education held in schools in general. This educational path has a clear educational levels, ranging from basic education, secondary education, to higher education.[Edit] non-formal education
Most numerous non-formal education at an early age, as well as basic education, is a landfill, or the Garden Education Koran, which is widely available in every mosque and Sunday School, found in all churches.[Edit] Informal education
Informal education is the path of environmental education and family learning activities independently form a conscious and responsible.[Edit] Types of education
This type of education is the group that is based on the specificity of an educational unit educational objectives.[Edit] Public education
Public education is the primary and secondary education that promotes the expansion of knowledge required by learners to continue their education to pursue higher degrees. Shape: primary school (elementary), secondary school (SMP), and upper secondary school (high school).[Edit] Vocational education
Vocational education is secondary education that prepares students primarily for work in a particular field. Units of education are vocational schools (SMK).[Edit] Education academic
Academic education is a higher education undergraduate and graduate programs are directed primarily to the mastery of discipline specific knowledge.[Edit] Education profession
Education profession is a higher education after an undergraduate program that prepares students to enter a profession or become a professional.[Edit] vocational education
Vocational education is higher education that prepares students for a job with a specific applied skills in the maximum level 4 diploma equivalent to an undergraduate program (stratum 1).[Edit] Physical educationPhysical education in Jakarta in the Dutch East Indies[Edit] Religious Education
Religious education is a primary, secondary and higher that prepares students to be able to run a role that demands mastery of knowledge and experience of religious teachings and / or a theologian.[Edit] Special Education
Special education is to provide education for learners with disabilities or students who have extraordinary intelligence which was held in an inclusive (joined by regular school) or a special education unit at the level of primary and secondary education (in the form of special school / SLB).

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EMOTIONAL INTELLIGENCE FOR TEACHERS

I. Preliminary
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.
2. Teachers
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:
1) intentionality
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.
2) Creativity
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.
3) Toughness
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:
1) Compassion
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.
2) Viewpoint
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.
3) Intuition
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.
6) Integrity
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
A. Conclusion
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).
B. Suggestion
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.