2.6 Overview of Lecturer
2.6.1 Lecturers’ Competence
Lecturer’s competence is a set of knowledge, skills, and behaviors that must be owned, lived, ruled, and realized by lecturer in carrying out their professionalism. It is displayed through Decree of the National Education Minister of the Republic of Indonesia Number 045/U/2002 about Core Curriculum of Higher Education which mentions that competency as a set of smart action and responsibly in carrying out duties in accordance with the specific job. So lecturer’s competence can be defined as the integrity of knowledge, skills and attitudes that substantial action intelligently and responsibly in carrying out duties as an agent of learning. Rusmini (2003) also states competency may be intended include understanding toward the insights of education, personal development and professional development of students' potentials, and academic mastery.
According to the Minister of National Education of Republic of Indonesia Number 16 (2007) regarding Standards of Academic Qualifications and Competences Educators, there are various competencies required by educators, among others: pedagogical, personal, professional and social acquired through professional education. Pedagogical competence includes understanding lecturers
on learners, instructional design and implementation, evaluation of learning outcomes, and the development of learners to actualize their potential. The Act of Teachers and Lecturers No. 14 Year 2005, and Government Regulation No. 19 Year 2005 states that the lecturers’ competencies include personal competence, pedagogical competence, professional competence, and social competence.
Actually, the ability of lecturers to teach is the reflection of lecturer mastery on the competence of lecturers itself.
Rahman (2016) states that pedagogical competence includes understanding lecturers on learners, instructional design and implementation, evaluation of learning outcomes, and the development of learners to actualize their potential. Described in detail each subcompetence become essential indicators as follows:
(1) Understanding in depth the learners have the essential indicators:
understanding learners by utilizing the principles of cognitive development;
understand learners by utilizing the principles of personality, and identify the provision of teaching early learners.
(2) Designing learning, including understanding the educational foundation for learning needs have the essential indicators: understanding the educational foundation, apply theory and learning; determine instructional strategies based on the characteristics of learners, thecompetency and teaching materials, as well a drafting a strategy based on the selected learning.
(3) Implement learning has essential indicator: set background (setting) learning, and implementing learning conducive.
(4) Designing and implementing instructional evaluation has essential indicators:
designing and implementing evaluation (assessment) process and learning outcomes on an ongoing basis by variuos methods; analyze the results of the evaluation process and learning outcomes to determine the level of mastery learning and learning to utilize the assessment improvement of the quality of learning programs in general.
(5) Developing learners to catualize its potential, have the essential indicators:
facilitating learners to develop a variety of academic potential, and to facilitate learners to develop a range of potential non-academic.
Imron (1995) suggests ten basic competencies to be mastered by the educators, they are as follow: (1) Mastering the material, (2) Mastering educational foundation, (3) Prepare teaching program, (4) Implement the teaching program, (5) Assessing processes and learning outcomes, (6) Carry out the process of guidance and counseling, (7) Carry out the administration of the school, (8) Developing personality, (9) Interact with peers and the community, and (10) Conducting simple research for the benefit of teaching. Meanwhile, according to Usman (2006), the types of competencies lecturers are as following: (1) Personality competence include: personal development, interact, and communicate, implement guidance and counseling, conduct simple research for necessity of teaching; (2) Professional competencies include mastering the foundation of education, mastering of teaching materials, preparing teaching programs, implementing programs of teaching and assessing learning outcomes and processes that have been implemented.
Lecturers competencies mandated by Law Number 14 Year 2005 regarding Teachers and Lecturers include pedagogical competence, personality competence, social competence and professional competence. Lecturer competence determines the quality of the implementation of Tridharma Perguruan Tinggi as shown in the professional activities of lecturers. A competent lecturer to perform his duties professionally is a lecturer who has the pedagogical, professional, personality and social competence required in the practice of education, research, and community service.
The fields of lecturers' duties in more detail can be explained as follows.
First, the task of lecturers in the field of education. This field of duty is concerned with the implementation of education and learning, guidance and practice of skills to its students. Second, carry out research activities. Research activities according to the Minister of National Education No. 36/ D / O / 2001 on Technical Guidance for Implementation of Credit Rating Position Lecturer may include making scientific works, both thought and research results in monographs, reference books, making articles published in scientific magazines, bulletins, journals, mass media or papers disseminated, translating or adapting scientific books, editing / editing scientific works, creating patented technology designs and works, and creating monumental / performing artwork. Third, the field of community service.
Community service is an activity that connects the research results and the mastery of disciplines in the field of education by improving the quality of education and research development, in addition to supporting development in various layers of society.
Lecturer Competence in the Era of Industrial Revolution 4.0 Before reviewing the competence of lecturers in this era, it is a good idea to explore the definition of the word competence. When compared with English, the word competence refers to the word’s competence and competency. On the other hand, the word competency is also difficult to distinguish from several other words that have almost the same meaning, such as skills or abilities. Nevertheless, in the world of education today, the term that is popularly used is the learning outcome.
According to Grant and Young (2010), the lack of a clear definition between the words competence and competency causes these two words to be used differently in various aspects or fields and several countries. Based on its use in various countries, the two words can be distinguished. Competence is a term that is often used in the United Kingdom, while competency is a concept that is influenced by the way people think in the United States. Simply put, competences refer to the output needed in minimum standards specifically while competencies are inputs that a person brings into his work that produce good performance (Sten, 2012).
There are various types of competencies for teachers and lecturers that were raised by experts. One of them is the United Nations Educational, Scientific, and Cultural Organization (UNESCO), which calls for important competencies in the 21st century. The competence for teachers and lecturers referred to by UNESCO is the competence of Information Communication and Technology (ICT). There are three approaches used in developing this ICT competency, namely technology literacy, knowledge deepening, and knowledge creation. If referring to Law Number 14 concerning Teachers and Lecturers in 2005, there are
several competencies required for this lecturer. These various competencies must be fulfilled so that they can be regarded as professional educators. With the fulfillment of these various competencies, a lecturer can obtain a certificate as an educator. The competencies in question are pedagogic, professional, social, and personality competencies. In addition to these main competencies, a lecturer is also required to have various other supporting skills, such as competency, innovation, creativity, anticipation, experimentation, open-mindedness, and networking or networking (Alis, et al, 2018). Given the increasingly fierce competition in the industrial revolution era 4.0, the teaching profession must also be developed along with the pace of the times. For this reason, some lecturer competencies in the era of education 4.0 must be mastered, namely educational competence; basic abilities in this era that refer to the internet of things, competence in research; lecturer competency in the field of research and its direction going forward, competence for technological commercialization;
competence in the process of commercializing the results of research and innovation, competence in globalization, competence counsellor, strategic competence in future, and joint competence.
Lecturer competencies in this era cannot be equated with previous era competencies. Today, the presence of the Internet has become a part of human life. Thus, the ability to understand and use a variety of internet based equipment for education and pursuit must be mastered. Internet is a condition that allows humans or objects to be able to connect with who only, in where only, and when
only internet is a technology relatively new emerging to facilitate between real and virtual objects.
Internet in everyday life is very commonplace we meet. Some examples of internet in question are online transportation, e-commerce, airplane, and train ticket bookings online, live streaming, and etc. In field health even internet too already start applied. With using health equipment connected to the internet, a doctor can check blood pressure and some medical tests from his patient. In the field of education, a real example of the application of internet is the application of learning in a manner electronic or e-learning, education distance far (distance learning), library digital (digital library), e-commerce for campus MSMEs, and others. For this reason, the competence of lecturers must continue to be upgraded by familiarizing themselves with the various devices connected with IT in the learning process. In English language learning, for example, IT also been used by several lecturers’ premises n using a sound sensor and visual sensors in detecting faulty pronunciation or pronunciation (Bakri, 2016). Learning with this interactive system is assessed to increase students' enthusiasm and motivation in learning languages.
Klieme, et al (2008) defined competence as the skills, knowledge, attitudes, and motivational variables that form the basis for mastery of specific situations. Some researchers have claimed that the concept of professional competence may be productively applied to the teaching profession and that the multidimensional concept of professional competence makes it possible to integrate several components of empirical research on the important qualities of
educators (Weimert, 2001; Goodman, et al, 2008). Akiri and Ugborugbo (2009) also regarded lecturers’ competence as a multidimensional construct teaching that encompasses numerous interconnected elements towards transformation of knowledge to learners.
Adediwura and Tayo (2007) identified the different elements of lecturers’
competence as subject knowledge, teaching skills, attitude and attendance.
According to Adediwura and Tayo, the ability of a lecturer to teach effectively depends on the depth of knowledge he/she has. In other words, a lecturer whose understanding of the subject content is thorough uses clearer expressions comparative to the one whose background is weak. Impliedly, a teacher cannot teach what he/she does not know. Ganyanpfu (2013) asserts that the teaching skills of a lecturer can be determined by his/her ability to comprehend and transform knowledge concepts to be imparted to students. According to Shulman (1992), since the academic purposes of teaching are to help students to gain knowledge, acquire skills and values to function efficiently in the society, equip them with opportunity to develop and discover new information, enhance understanding of new concepts, appreciate their learning experiences, and improve their responsibility to become productive in the society thereby contributing to the socioeconomic and political development of the society, lecturers are expected to first understand the detailed outcomes of the topic as well as the focus of the respective subject.