The Influence of E-Training to Increase the Competence of Guidance and
Counseling Teachers
Yari Dwikurnaningsih*1
1
Satya Wacana Christian University, Salatiga, Indonesia
* Corresponding Author Abstract
The background of this research is the low achievement of the competency test result held by the Ministry of National Education for the guidance and counseling teachers. In the other side, face-to-face teacher training didn’t show significant
result. The aim of this research is to find out the influence of e-training to the
increase of the teacher’s competency. This is an experiment research using the
controlled group design of pretest-posttest. The subjects were 60high school (regular and vocational) teachers of guidance and counseling in Salatiga, who were divided into 2 groups. The groups were the experiment group which received the action, and control group that had the direct meeting lessons. Data collection was done with the competency test, whereas the analysis used the T-test. The result showed that there was a difference of mean score between the two groups after receiving the action, showed by the t- test score of -3,912 in significant level of 0,01. The mean score of experiment group was higher for 1,08 in 0-10 scale. The increase of average number of pretest and posttest in experiment group was 3,33 in 1-10 scale. Based on the analysis, it is concluded that there was a significant influence of e-training to the guidance and counseling teachers’ competence.
INTRODUCTION
Indonesian education quality has been a public concern. Teacher is the crucial de-terminant agent in influencing the quality of education, as the person who interacts di-rectly with students.
Guidance and counseling has important role in education that provides service for students to help them avoid and solve their problems, and also to grow optimally. To be able to do the job professionally, guidance and counseling teachers need to master the competencies required, that includes the pedagogy, professional, social, and person-ality competence.
Ekstrom, et al (2004) in their research en-titled “A Survey of Assessment and Evalua-tion Activities of School Counselors” re-vealed the responsibility and activities done by the school counselors related to the as-sessment. The samples were 600 school counselors participated in American School Counselor Association (ASCA). Related to the counselor’s job in doing the assessment, the result showed that only a few number of school counselor who was responsible in choosing the test, whereas there were only 50% or 300 counselors who administered the test responsibly. Concerned with the ac-tivity of the assessment, out of 39 kinds of activities, only 8 activities were done by 80% or 480 respondents. The survey depict-ed that school counselors hadn’t been able to do their job responsibly and only a few jobs done related to the assessment.
There are many the efforts done to in-crease teachers’ competency, yet the impact is obscure. The research done by Widodo, et al (2006:68) described that conventional trainings often hindered by some problems of the ability to give the service and Indone-sian geographical condition. Most of the teachers haven’t gotten the chances to join the activities of competency development. It was caused by the unbalanced needs of teachers who participated with the availabil-ity of the training events. If the trainings system is still done with recent method, which is the direct meeting, then the in-crease of the teachers’ competency would be very hardly done evenly. One of the solu-tions is by using the e-learning training. Di-etinger (2003:23) argued that e-learning had some benefits, that were, the process of learning didn’t depend on the physical
place, so that the learning could be done an-ywhere in different places. The other were the fast distribution of the new information to public as it could be done digitally, it also applied adaptive learning where learners could learn with their own pace according to the learning style and time. A training that uses e-learning is also called e-training. However, can the training with e-learning increase the competence of guidance and counseling teachers? This research exam-ined the influence of e-training in increasing the competence of guidance and counseling teachers in Salatiga.
The research question is “Is there any sig-nificant influence of e-training toward the increase of the competence of guidance and counseling teachers?”. Based on the re-search questions, the aim of this study is to examine the significance influence of e-training toward the competency of guidance and counseling teachers. The competence in this study is limited on the assessment com-petency, which is the teacher’s understand-ing to theories and practices about assess-ment, also the ability to apply various test and non-test assessment techniques. The de-termination of the competence is based on the result on the competency test result to the guidance and counseling teachers in Salatiga in 2012, that showed that the lowest achievement was on the assessment compe-tence.
RESEARCH METHODS
group. The experiment group was the one that received the e-training, and the control group was the one that was trained face-to-face. The design is illustrated as below:
O1= the pretest scores of experiment group before online trainings.
O2= the posttest scores of experiments after the online trainings.
O3= the pretest score of control group be-fore the direct meeting training.
O4= the posttest scores of control group af-ter the direct meeting training.
X1= action (online training). X2= direct meeting training.
The subjects of the research were 60 teachers of guidance and counseling in mid-dle schools, high schools, and vocational high schools in Salatiga. The population was 60 persons. The determination of the re-search subject was done with the purposive sampling. The teachers in the experiment group were chosen by the ability to use computer and access information via inter-net. The control group didn’t receive any criteria. This criterion was used since it was the requirement of participating in online training, that was, to be able to operate MS Word and access information via internet.
The research variables were the e-training as the independent variable 1 (vari-able X1) and the direct meeting training as the independent variable 2 (X2). The de-pendent variable 1 (Y1) was the teacher’s competence who joined the online training, and the dependent variable 2 (Y2) was the
teacher’s competence who joined the direct meeting trainings.
The data collection technique used was the test with the Competency Test instru-ment. The instrument was developed based on the Academic Qualification Standard and Counselor’s Competency (SKAKK) which was issued by the Government Regulation No. 19/2005 (Depdiknas, 2008:7). The for-mulation of the counselor’s competency co-vers the pedagogy, personality, social, and professional competences. In this research, the competencies intended to be enhanced were the professional and core competences of “mastering the concept and practices of assessment to comprehend the condition, needs, and problems counselee”.
The analysis technique used the Paired-sample Test and Independent Samples Test. Paired-sample Test was used to identify the score difference of the pretest and posttest in the experiment group. The Independent Samples Test was used to identify the pre-test score difference of the experiment and control group, and also to identify the post-test score of the experiment and control group.
The hypothesis proposed was that: “there is a significant influenceof the e-training towards the competency increase of the guidance and counseling teachers.”
RESULTS AND DISCUSSION
Before both groups participated the online training or e-training, the participants did a pretest to find out the initial score of compe-tence. The pretest was meant to know the homogeneity of the experiment and control group. The pretest result of both groups was O1 X1 O2
analyzed with T-test as shown in the table below:
Table 1. The Result of Differencial Test of the Experiment and Control Group Pretest Scores ment and control group, there is a difference in the average score of 0,607. Then, the analysis was done with the Independent Sample Test to find out the difference of av-erage score, and it appeared that there was not any difference found (see Table 1). Therefore, it is concluded that there was no significance if average number between the experiment and control group, so that both groups were qualified to be the research subjects.
After the T-test was implemented, and proved that the competece of the two groups were similar, the experiment was then exe-cuted. Each group followed the training. The experiment group had the training for 2 weeks, and the control group had it for 3 days in 2 weeks. The activity in experiment group was to learn the materials available in e-learning, while for the control group had face-to-face meeting. After the training, both groups did a posttest to find out the competency level, which later was measured with the t-test of independent sample test in order to seek the difference score before and after the training. The reslut is shown in Ta-ble 2 below:
Table 2. the Result of Posttest T-test of the Experiment and Control Group
Based on the description from Table 2, it can be seen that the difference of mean amount of the posttest from both groups is 1,08, with the higher mean amount of exper-iment group than the control group. The dif-ference of mean amount between the two groups was serached with the t-test of inde-pendent sample test with the result as shown in Table 2. There was a difference of mean amount of the teo groups, which meant a different level of competence between the experiment group before ad after taking the online training.
The next analysis was to search about the increase of teacher’s competence who had taken the online training, with analysis of pretest and posttest in experiment group. The result is shown below in Table 3:
Table 3. The Result of Differential Test of Preest and Posttest for Experiment Group
diffreren-tial test done before and after the online training.
Mastering the competence for teachers is clearly neccesary to be able to do the job appropriately to the proffesion.It is in line with what Wibowo explained (2010:324) about competence that an ability to carry out a job or a task based on the skills and knowledge with the support of working atti-tude required by the work. Richard E. Bo-yatzis, 1982:23; Klemp, 1980 (in Sudarman-to, 2009: 46) clarified that competence is the characteristics related with effective and ex-cellent work. That opinion implies that competence is related with characteristics possesed by individuals that determines the working quality. Competence is not a hered-ited condition, it is a process that can be en-hanced through education, training, and de-velopment of the human resource. Through the learning process, it is hoped that the mastery of knowledge, skills, attitude, and individual characteristics such as behavior, motivation, the pattern of thinking, feeling, doing, and other nessecary characteristics can be measured with a particular standard.
The competence that the individual must own to carry out a special job is defined in a ruling standard used to search one’s compe-tence. This also applies for teachers of guid-ance and couseling. In order to carry out the profession, guidance and couseling teachers must master the standard competency for the field. The standard competence for counse-lor according to Suparlan (2005:93) wasa measure determined or required in a form of the mastery of knowledge and act of a coun-selor to be qualified to have the functionary position according to the work field, qualifi-cation, and level of education. The standard
of competence for guidance and counseling teachers or school counselor in Indonesia is written on the National Education Ministry Regulation if Indonesian Republic No. 27 year 2008 about The Standard of Academic Qualification and Counselor Competency (SKAKK). It is organized in 4 education competencies as written in Goverment’s Regulation No. 19/2005 (Depdiknas, 2008:7).
The efforts from Indonesian goverment to raise the teacher’s competence has been in significance amuount, such as the effort to raise the eacher’s academic qualification with certification and teachers’ professional discussion (PLPG). However, some opin-ions said that through certification program could not bring up the standard of teacher’s professionality and performance. A research by Dwikurnaningsih (2009:14) to counsel-ing teachers in Salatiga revealed that there was no difference between the certified and non certified teachers performance. Another government’s effort was through compe-tence tests for teachers, and also other edu-cational and trainings activities. Those pro-grams were also unsucceded to raise teacher’s competency as expected. The cer-tified teacher’s competence test by the Min-istry of national Education in 2012 didnt give satisfiying result since the teachers didnt even pass the minimum grade of≥70.
fast movement of education paradigm. Re-lated to the effectivity of trainings for teach-er competency, the research reslults done by Philips (1998), Wehrmann (2002), Onsunde and Omoruyi (2004), Moeini (2008), Githui (2011), Shah (2011) and Danso (2012) proved that trainings were able to bring up teacher’s competence. As well as Flippo de-noted (1984:91) that trainings are able to develop attitude, ability and proficiency of the workers to do special jobs. This reseach confirmed the opinions, that training arouses individual changes in skills, attitude devel-opmemt, and acts related with the tasks in the workplace. Noe (2008:351) also clarified that trainings were planned efforts to make the instructional easier for the teachers cor-responding to the competencies in the work-field that includes knowledge, skills, and act.
In the other hand, educational activities and trainings which are done in LPMP and PPPPTK Jakarta gave limited chancefor teachers. In an interview with Widyaiswara LPMP in Central Java, who was Drs. Abadi, M.Pd. in July 2012 and Widyaiswara PPPPTK, who was Drs. Zaenudin, M. Pd. In October 2013, expressed that face-to-face trainings had limitations, in example, the small number of participating teachers with financial reason. The research of the influ-ence of e-learning towards the teacher’s competence increase gave one solution to solve the problem. Effendi and Zuang (2005:2) described the conventional train-ings could not provide effective traintrain-ings. It needed more budget, instructors, time, and many facilities to serve every worker.
E-training is an e-learning-assisted train-ing or internet–assisted instructionals.
Widanarko (2007:30) argued that e-learning was a learning process which used the communication and information technology systematically by integrating all components if instructional, including learning across time and space, with the guaranteed quality. According to the e-learning principal, the trainings for this was done online, where the participants didn’t need to come to the train-ing place but followtrain-ing the course at their own places. The training time was flexible to the teacher’s/participant’s availability.
and its methods, like tutorials, drill-training, practicum, and media use.
The description confirmed that e-training gives wide chance to the teachers of guid-ance and counseling to take a training course without any boundary of certain time and space, or without leaving other du-ties in the school. Dessler (2008:295) found out many business enterprises allowed their workers to take online courses. Sending the training online could reduce expediture. Even, there were many businessman pro-vided trainings for their workers. A survey by the American Society for Training and Development oin 2004 revelaed that almost 60% of American companies has imple-mented e-learning for workers trainings. It was proven that e-learning could increase the ability and efficiency because it was able to serve amounts of workers.
These research findings prove that e-learning assisted trainings or e-training can increase guidance and counseling teacher’s competence. The government’s effort to raise the teacher’s competence can be car-ried out through e-training considering the large number of teachers who need the train-ing. The e-learning assisted training model is applicable for solving the weakness of the face-to-face training that cannot cover more participants and ties them with the needs of time and space. Dietinger (2003:23) argued that e-learning had some strengths, that were, the learning didn’t take place in a physical classroom so that learning could take place in everywhere and in different places; the digital distribution was done quickly to public as it took only in seconds; and it applied adaptive learning where learners could learn with their own learning
paces according to their learning style and the available time. Other strengths were that e-learning provided an interactive and mul-timedia-based instructional model that moti-vated the learners, also, the supervision wasn’t only examined through the learning result, but also the activity along the pro-cess, progress, and performance that the learner had done. Trainings with e-learning solves the obstacles of the conventional trainings, it is also adaptive according to the learner’s learning pace. The instruction with e-learning provides the media used to moti-vate the learners. Furthermore, its interactiv-ity is built through the media available in the training. Soekartawi (2007:13) extended the view that e-training became one of the choices to lever up the career to those who want to learn but have no time or physical availability to come to the training place.
CONCLUSION
dis-tribution of chance for teachers to join the e-training by providing the facilities of infor-mation and communication technology to all schools Indonesia. The availability of that facility is required so that teachers can join online trainings.
REFERENCES
Danso, H., Adu., M.K., dan Mrah, R.K. 2012. “Evaluation of In-Service Training for Senior Staff of a Public University in Ghana.” Journal of Ed-ucation and Practice. 2222-2855-1735, 3(7): 96-104.
Depdiknas. 2008. Peraturan Pemerintah Nomor 27 tahun 2008 tentang Standar Kualifikasi Akademik dan
Kompetensi Konselor. Jakarta:
Depdiknas.
Dessler, Gary. 2003. Manajemen Sumber Daya Manusia (Jilid 1). Translated by Paramita Rahayu. 2008. Jakarta: PT Macanan Jaya Cemerlang.
Dietinger, Thomas. 2003. Aspects of E-Learning Environments. Dissertation for the Award of the Academic De-gree Doctor of Technical Sciences at Graz University of Technology. Aus-tria: Institute for Information Pro-cessing and Computer Supported New Media (IICM).
Dwikurnaningsih, Yari. 2009:14. Perbedaan Kinerja Guru BK yang sudah sertifi-kasi dengan yang belum sertifisertifi-kasi.
Hasil Penelitian. Salatiga: UKSW.
Effendi, Empy dan Hartono Zhuang. 2005.
E-learning, Konsep dan Aplikasi. Yogyakarta: Andi Offset.
Ekstrom, Ruth B, et al. 2004. A Survey of Assessment and Evaluation Activities School Counselors. Professional
School Counseling, 10962409,
Oct2004, Vol. 8, Issue 1.
Flippo B, Edwin. 1984. The Personal Man-agement. New York: Mc. Graw Hill Book Company.
Githui, M.D. 2011. “School of Business, Kimatho University College of Tech-nology, Ethical Issues in Education and Training in Kenya: A Critical Analysis of Teaching Methodology.”
Journal of Education and Practice. 2222-1735 (Paper).
Hajati, Kartika. 2010. Model Program Pen-ingkatan Kompetensi Konselor Sekolah Menengah Atas Berbasis Standar Kompetensi Konselor Indo-nesia. Disertasi. Bandung: Program Pasca Sarjana Universitas Pendidikan Indonesia.
Kemendiknas. 2010. Sertifikasi Guru dalam Jabatan. Jakarta: Dirjendikti.
Noe, Raymond. A. et al. 2008. Manajemen Sumber Daya Manusia Mencapai Keunggulan Bersaing. Translated by Wijaya, D. 2010. Jakarta: Salemba Empat.
Osunde and Omoruyi. 2004. “An Evaluation of the National Teachers Institute’s Man Power Training Program for Teaching Personnel in Mid-western Nigeria Faculty of Education, Uni-versity of Benin, Nigeria.” Interna-tional Education Journal. 5 (3):405-409.
Philips, R.J. 1998. “Applications and Con-tributions of Organizational Behavior Management in School and Day Treatment Settings.” Journal of
Or-ganizational Behavior Management.
1540-8604, 18 (2): 103-129.
Sediyono, P dan Adi, P. 2012. Membangun
Sendiri Manajemen E-learning
Menggunakan MOODLE. Salatiga:
Universitas Kristen Satya Wacana.
Shah, Ali, M.S. 2011. “In-Service Training of Secondary Level Teachers: a Fol-low up of Teachers” Performance in Comparative Perspective.” Journal of Education and Practice. 2222-1735. 2 (11&12): 40-49.
Sudarmanto. 2009. Kinerja dan Pengem-bangan Kompetensi SDM. Teori, Di-mensi Pengukuran, dan Implementasi
dalam Organisasi. Yogyakarta:
Pustaka Pelajar.
Soekartawi.2007. Merancang dan Menye-lenggarakan E-learning. Yogyakarta: Ardana Media.
Suparlan. 2005. Menjadi Guru Efektif. Yog-yakarta: Hikayat.
Wibowo. 2010. Manajemen Kinerja. Jakar-ta: Rajawali Press.
Widodo, A. (2010). Peningkatan Profesion-alisme Guru Biologi: Permasalahan
dan Alternatif Solusi. Bandung:
