Rahayu, Tika2013-04-032013-04-032013-04-03Nickmatil Verdani Fitrihttp://repository.unri.ac.id:80/handle/123456789/2753IPS Integrated Performance Lesson Teacher In School Accredited AThis study aims to determine the performance of the integrated social studies teacher at the school accredited A SMP 9 in Pekanbaru year 2011-2012 and general knowledge about the Integrated social studies teacher accreditation and to prove that the accreditation will affect the performance of teachers. This research is a qualitative descriptive study, with a sample of the same population and the authors use the total sampling/sample is saturated amounted to 8 samples. The data was collected by distributing questionnaires and interviews to all the Integrated social studies teacher at SMP 9 Pekanbaru. To achieve the objectives of the study, data was analyzed by calculating descriptive. Once the data is processed, from 46 item questionnaire is divided into two purposes of the study, the results found for the purposes of research 1st (first) Integrated social studies teacher performance in 2011-2012, respondents who chose answer A 68.79% B 22.24% answer, the answer C 5.56% and 2.87% D answers. Seeing these percentages can be said that the performance of integrated social studies teachers in both categories, as well as indicating the teacher has implemented measures that are indicators of teacher performance in accordance with established. While the purpose of the study 2nd (second) result is the acquisition of 57.52% answer A, answer B 24.09% C 8.52% answer and answer D 9.86%. Noting acquisition scores, teachers' understanding of the accreditation can be good although there are some parts that really need attention, particularly at Standard Process. From the answers to interview questions, on average, respondents gave a positive answer. So it can be concluded that accreditation does affect the performance of teachers.en-USPerformance of TeachersSchool Accreditationstudent Paper Post Degree