DISCUSSION - INDONESIA IN 2010-2014 - proceeding abstract - sipeg unj

INDONESIA IN 2010-2014

II. DISCUSSION

Based on table 4.1, shows that the average number of school accreditation is taken from the National Accreditation Board of School / Madrasah (BAN S / M) of 2010-2014 seen fluctuated, but the fluctuation of accreditation of schools in Indonesia from time to time tend to decrease. This can be seen from the table above that the accreditation of schools in Indonesia is the highest in the year 2010 are 137.41 and again decreased in the following years becomes 132.66 in 2014.

The decline in school accreditation in the table above occurred in 2011, 2012 , Ditahun 2011 and 2013. the decline occurred in the province of East Kalimantan. Then in 2012, a decline but the greatest losses which are Lampung, Jakarta, East Java, Bali, Central Sulawesi, West Sulawesi and North Maluku. Then the school's accreditation decline in 2013 mainly occurred in the province of Central Sulawesi and West Sulawesi.

DKI Jakarta become the province of the highest number of accredited schools in Indonesia are starting from the period of 2010-2014 amounted to 102.62 percent. Then followed by the provinces of Riau and Lampung are respectively 94.72 percent and 85.71 percent. The province is a little number of school accreditation, namely East Kalimantan Province in the amount of 38.29 percent. Then Central Sulawesi and West Sulawesi are respectively 37.33 percent and 35.40 percent.

Jakarta became one of the province accredited school is quite high, this is because Jakarta has met eight national education standards that competency standards, content standards, process standards, educational standards and educational staff, the standard of facilities and infrastructure, management standards, standards financing and evaluation

of education. It can be seen from the own regulations and the regulation governing accreditation regulatory matter concerning the accreditation of the school from where why this province is superior to other provinces in Indonesia.

On the island of Sumatra, a province with the highest quality of education is 79.21 percent Bengkulu, South Sumatra, 76.05 percent, 75.54 percent and West Sumatra.

From the years 2010-2014 the quality of education in Sumatra has increased, but in 2011 to 2012 continued to decline. The decrease in 2012 of about 1.27 per cent of the 62.42 that has been achieved in 2011. The decline in the quality of education in 2012 is because there are many accreditation expired, because of the lack of budget to accredit schools. For in the provinces of Bali, West Nusa Tenggara and East Nusa Tenggara, East Nusa Tenggara province as a province and in Indonesia with the highest quality of education the percentage of 76.42 percent and the lowest at 58.29 per cent of the province of Bali.

As for on the island of Borneo, improving the quality of education experienced fluctuating. It is seen that almost all provinces in Kalimantan in 2014 has decreased. The highest quality of education in the province of Kalimantan located in South Kalimantan with 82.61 percent, while the quality of education are the lowest in the province of Borneo in East Kalimantan province with 38.29 percent for on Sulawesi Island, the highest quality of education is the province of North Sulawesi with an average increase of 80.47 percent. As for the quality of education are the lowest was in West Sulawesi province with a percentage increase of only 35.40 percent. In the province of Papua, at increasing the quality of education with other provinces. Can we see that almost all the provinces of the island has the quality of education above 50 percent. This is because the province is composed of 29 districts / cities have strived to be able to accelerate the improvement of education quality. In this case, of course, driven by a tripartite between central and local governments, practitioners, and academics in the empowerment of the community as a whole.

Meanwhile, the average rate of increase of the lowest quality of education is below the national average is the province of East Kalimantan (38.29 percent), Central Sulawesi (37.33 percent) da West Sulawesi (35.40 percent).

There are several conditions that menyebabka quality of education, namely:

a) Low Quality Physical Infrastructure b) Low Teacher Quality

c) Low Welfare of Teachers d) Low Achievement Students

e) Lack of Equal Opportunity Education f) Low relevance of education to the needs of g) high costs of education

Educational Facilities

Education facilities are average facilities issued by the government in the purposes of improving the quality of education. Educational facilities by the government include the construction and maintenance of school buildings and classrooms, provision of school equipment, payment of teachers' salaries, the budget for a program to improve the quality of teachers, and others.

TABLE AVERAGE MIDDLE SCHOOL EDUCATIONAL FACILITIES OVER THE PROVINCE IN 2010-2014

Table 4.2 Based on the average educational facilities are taken from Statistics from 2010-2014 shows that the average educational facilities built by the government or the private sector in each province of Indonesia experience fluctuations. The increase in school facilities in 2010 about 395.33 of the school, the school in 2011 as much as 403.27, 414.12 in 2012 as the school, the school in 2013 as much as 427.87 and 447.03 in 2014 as the school. It shows that from the 2010-2014 average improvement of school facilities is very significant. It can be said that the opportunity to pursue higher education for the population in remote rural Indonesian government has started to be considered by the government. Of the 33 provinces of West Java province only improvement of school facilities as the highest, 1322.8 school.

Some provinces have an average education facilities above the national average namely Jakarta provincial school 1322.8, North Sumatra and Banten 955.6 972.6 school school. While the five provinces that have the lowest average educational facilities are Central Sulawesi provincial school 102.6, 104.2 Bangka Belitung Islands schools, 132 schools of West Papua, Papua, North Maluku 145 schools and school 153.6. With the condition of education in Indonesia is still low shows that the government's program in the field of education that is compulsory 9 years has not been successfully implemented.

On the island of Sumatra, the highest educational facilities in the province of North Sumatra with an average of 972.6 school education facilities. As for the lowest in Sumatra island located in West Sumatra province with an average of 271.6 school.

In Java, the highest educational facility located in West Java province that once the level of the highest educational facilities in Indonesia with an average of 1322.8 school. Although the highest average, this can be reflected that improvement of education facilities in Java can not be felt by all people because even though the schools are more and more but the cost of education is becoming a problem, because there are many parents who work as farmers. For the lowest, there are in the province of Central Java, with an average of 603.6 school education facilities.

On the island of Bali and Nusa Tenggara, the average educational facilities are still very low, especially in the province of Bali which averaged only 170.4 of the school.

Unlike the East Nusa Tenggara province which has a 343.8 school education facilities.

Borneo Island educational facilities are still increasing.

It is characterized by the highest educational facility that is the province of West Kalimantan School and the lowest 345.4 South Kalimantan with an average of 178.2 school.

On the island of Sulawesi, educational facilities also increased. Despite the improvement of education facilities in Sulawesi but not all provinces in Sulawesi feel it. In Southeast Sulawesi province only has an average of 398.2 school education facilities, while the lowest are in Central Sulawesi with an average of 102.6 school education facilities.

Although the island of Papua is far from the state capital, but the educational facilities on the island is constantly increasing which is not inferior to the islands that are closer to the national capital. Maluku Province is a province that has the highest level of educational facilities on the island of Papua, the average is 222.4 schools, while the lowest in West Papua province with an average of 132 school education facilities.

There are several economic reasons are fundamental, why many developing countries have access difficulties in education, resulting in low average educational facilities, namely:

1. The lower the level of education tend to be the higher the return value to education so that the return value of the primary school education tends to be higher in all countries.

2. Return value to education in developed countries the average is lower than the value of turning to education in developing countries. The more developed a country the lower the average nilaik turning to education facilities.

3. Both in developed countries and developing countries, the return value of a personal(privaterate ofreturn)on average higher than the social return value.

Teachers

Professional teachers are teachers who have the ability and specialized expertise in the field, so it can perform its duties and functions as a teacher with a maximum capability.

Technically strengthening teachers' professional terhaadap concern associated with the importance of qualifications, competency, and certification. Teacher certification is the process of granting certificates to teachers who have met the standards for qualification and competency standards as evidence or recognition of their professional ability as educators.

TABLE

AVERAGE TEACHER PROFESSIONAL SECONDARY SCHOOLS PER PROVINCE IN 2010-2014

Based on Table 4.3 shows that the average number of teacher certification in any province of Indonesia 2010-2014 fluctuated. The highest province in Indonesia, West Java province with the number of teachers 2727.6, then the second highest number of teacher certification is in East Java province with the number of teachers 2566.6, the third Central Java province teachers 1942.2, 1197.4 North Sumatra teacher, and Jakarta 1014.4 teachers.

Based on the comparison of the provinces in Indonesia, three provinces with centipede teacher certification in Java Island is 2727.6 teachers in West Java, East Java and Central Java teacher 2566.6 1942.2 teachers. These three provinces inviting many people to try their luck, find a job especially in big cities, not terkeculai development of schools in Java is quite fast compared in other island in Indonesia.

On the island of Sumatra, the average number of teacher certification continues to increase, although not too flashy. The average number of certified teachers are the highest in North Sumatra with an average of 1197.4 teacher while the lowest are in Lampung province average teacher certification number only 447 teachers.

In Java, the average number of certified teachers has also increased. Although Jakarta is the capital city of the state, but the average number of teacher certification in the province is still quite low compared with the provinces on the island of Java. Visible highest teacher certification in Java Island is located in the province of West Java and Banten lowest with respective average 486.8 2727.6 teachers and teachers.

On the island of Bali and Nusa Tenggara average number of teacher certification continues to increase with the development of schools that continue increasingly. It is seen that on the island of Bali and Nusa Tenggara, the highest teacher certification are in the province of Bali and the lowest is in the province of East Nusa Tenggara with the average number of 449.2 teacher certification teachers and 227 teachers.

On the island of Borneo, the average teacher certification is constantly increasing. With so many teachers who attended training UKG and PLPG no wonder almost all provinces in this average teacher certification is constantly increasing. The average number of certifications are in the highest and lowest provionce in East Kalimantan province with 196.8 respectively teachers and 314 teachers.

While on the island of Sulawesi, the average teacher certification highest in South Sulawesi and West Sulawesi lows with each 961.6 82.2 teachers and teachers and in New Guinea, the average teacher certification in the province of Papua with the mean average teacher certification and teacher 162.2 province has an average teacher certification is the lowest on the island of Papua North Maluku with an average of 102 teachers teacher certification.

Differences in teacher certification in each of the provinces in Indonesia may be caused by several factors that can be underlying differences such certification:

a. Poor academic qualifications

b. Lack of education and training of teaching experience Low

c. Low ratings of principals and supervisors carry out the procedure Low skills teaching or learning activities in the classroom.

Data Analysis

This study uses panel data analysis and processed usingprogram. Eviews 7.0 Eviews used for statistical data processing and data econometrics, the advantages of this program is the ability to process data panel becomes easier, because it can be treated as adata, cross section time series, as well as panel data.

Panel data regression model can be done through three estimation models, the common effects, fixed effects and randomeffects.Panel to determine the method that will be used in this study, it should do some testing. Chow test and Hausman test is a test that can be used in determining whether the panel model can be regressed by methods Pooled Least Square (PLS), the method Fixed Effects(FE), or the method of Random Effects (RE). To determinewhether the model of panel data is regressed withmethod Pooled Least Square or methods FixedEffects,then tested Chow. If the results of these tests determined that themethod Pooled Least Square is used, it does not need to be tested again with Hausman test. However, if the test results are determined that the method FixedEffectsare used, then there must be further tested by the testHausman to better choose among methods Fixed Effectsormethod Random Effects to be used.

if Fhitung<Ftabelorthe probability of cross sectionF>0.05 then Ho is accepted, meaning that researchers can use common effects models and testing stops until the Chow test.

However, if the cross section F<0.05 then Ho is rejected, which means it needs to do the next test Hausman test.

CHOW TEST RESULTS TABLE

RedundantFixed Effects Tests Pool: ADE

Test cross-section fixed effects

The table shows that the probability value of the cross section F is 0.0049 <0.05 then Ho is rejected. So that the method used ismethod. Fixed Effect It is therefore necessary to test further the Hausman test, which is to determine which method is most appropriately used, whether the method Fixed Effect or methods RandomEffect.If the value of the Hausman statistic is greater than the value of Chi Square with Hausman test probability value <0.05 then it can be concluded Ho rejected. However, if the Hausman test probability value> 0.05 then Ho is accepted which means that the model used is the random effects models.

in big cities, not terkeculai development of schools in Java is quite fast compared in other island in Indonesia.

highest teacher certification in Java Island is located in the province of West Java and Banten lowest with respective average 486.8 2727.6 teachers and teachers.

Differences in teacher certification in each of the provinces in Indonesia may be caused by several factors that can be underlying differences such certification:

a. Poor academic qualifications

b. Lack of education and training of teaching experience Low

c. Low ratings of principals and supervisors carry out the procedure Low skills teaching or learning activities in the classroom.

CONCLUSION

Based on the results of research on the effect of educational facilities and professional teachers for the quality of pendidian SMA in Indonesia, the researchers can take several conclusions, namely:

1. education facilities partially have a positive influence and significant impact on the quality of education in Indonesia during the vulnerable period in 2010 through 2014. this shows that when increasing educational facilities will trigger a rise in the quality of education in Indonesia.

2. Professional teachers partially has a positive and significant impact on the quality of education in Indonesia during the vulnerable period of 2010 through 2014. This shows that an increase in the professional teachers, the quality of education in Indonesia will increase.

3. Education facilities and professional teachers normally, simultaneously affect the quality of education in Indonesia. This is indicated by F test calculations where the obtained value of F (894.6796)> F table (3.90).

Based on the test results of coefficient of determination (R ²) shows the R² value of 0.835683. This value can be interpreted that the variations in the quality of education can be explained by changes in education facilities and professional teachers for by 83.56%. And the remaining 16.44% is explained by other factors that are not in this research model.

SUGGESTIONS

Based on the conclusions and implications of the above, the researchers submit suggestions namely:

1. Government and all stakeholders must have a policy that is pro such as ease of the procedure for holding the upgrading of all the business of education and experience to enhance the knowledge or skills they are in accordance with the progress and development of science knowledge in their respective fields.

2. Government plays an active role in the birth of macro policies that favor the standardization of education such as curriculum development, equity and equality, and justice, quality standards and ability to compete.

3. Pemerintah harus lebih meningkatkan jumlah guru khususnya pada Gorontalo, Sulawesi Barat, Papua Barat, Papua, Maluku Utara, Kepulauan Bangka Belitung, dan Kepulauan Riau.

4. Seluruh lapisan masyarakat, terutama orang tua siswa sebagai salah satu kelompok masyarakat harus berpartisipasi mendorong terwujudnya pemenuhan fasilitas pendidikan dengan bantuan secara finansial maupun non finansial. Karena orang tua siswa juga dapat berpartisipasi dalam program sekolah guna mewujudkan kemajuan sekolah secara bersama-sama.

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