RESEARCH ARTICLE Adv.Sci.Lett. 23, 10865-10867, 2017
Email Address: agusdudung@unj.ac.id doi: 10.1166/asl.2017.10172
` Adv.Sci. Lett. 23, 10865-10867, 2017
Copyright © 2017 American Scientific Publishers
Advanced Science Letters Vol. 23.10865-10867, 2017
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A Meta-Analysis Study on Teachers
Qualification and Competencies in Indonesia
Agus Dudung Faculty of Engineering
Universitas Negeri Jakarta (UNJ) Indonesia
This research is motivated by the need to assess the qualification and competence of teachers so far in various region refer to the qualification and competence standards of teachers embodied inPermendiknas No. 16, year 2007. From five reports of conducted research obtained six aspects of research such are academic qualifications, general competence, pedagogical competence, professional competence, social competence, personal competence and mastery of ICT in learning process.
This research only focuses on academic qualifications and competence through a meta-analysis using comparative approach and some part using the t-test to compare the achievements in several areas. The result shows that teacher’s qualification and competence still far to fulfill the set standard and this applies almost in every region because among the data that compared there is no significant difference. Detected problems need strategic solution from the government to intervene the acceleration of compliant qualifications and competence standards.
Keywords:Meta-analysis, qualification, competence, pedagogic, teachers
Adv. Sci. Lett. 23, 10865–10867, 2017 RESEARCH ARTICLE
10865 INTRODUCTION
The process of learning is the core of education but unfortunately this matter got slight attention by government and public. Their attention focuses more on financing, facilities, gaining educators, and output level which measured through national examinations test and various types of other tests. The national exam result is often used as the sole indicator to measure the quality of education and if the exam grade is good than it is assume that the institution is good as well. In fact, commonly the successes national exam was helped through a good preparation program not by the natural learning process.
Moreover, in line with the development of science and technology both in learning method and materials, teacher’s knowledge and skill in term of technology must be developed. The importance of teacher’s qualification and competence encourages researcher to conduct a meta- analysis of several previous research.
The importance of teacher’s qualification and competence encourages researcher to conduct a meta- analysis of several previous research. In turn, broader picture of qualifications and competence of teachers in particular areas is becoming clearer.
RESEARCH METHODOLOGY
This study uses a meta-analysis method. Meta- analysis is a method of collecting, processing, and presentation of data systematically and objectively to solve a problem or to test a hypothesis by conducting an investigation among previous studies by analyzing portions of each study as well as the relationship to come up with conclusion and deep understanding of the reviewed studies. Meta-analysis is a quantitative analysis and uses quite significant numbers of data and applies statistical methods to organize derived information from large samples to complement other purposes.1 Type of meta-analysis used in this study is meta-analysis comparison. The data to be analyzed in this study is derived from seven similar themes of conducted researches as follow:
- "Analysis of teacher’s competencies and professionalism improvement in order to escalate the quality of primary education in Sigi district, Central Sulawesi Province" by Asep Mahpudz, M.Si et al in - 2013"Analysis of teacher competency in effort to improve professionalism towards student learning success among first grade of primary and secondary school education in Arga Makmur, north Bengkulu District"
by BAPEDA North Bengkulu
- "Qualifications and Competencies mapping on professionalism of junior high school teacher in North Hulu Sungai district, South Kalimantan" conducted by Mariatul Kiptiah, et al
- "Assessment of teacher’s professionalism in
implementing ICT to improve the quality of education in the district of Nganjuk", conducted by a collaborative research network working group (JARLIT), Education and Culture Policy in the district of Nganjuk.
- The study, entitled "Study of teacher qualification and competence improvement in the district of Tual" by JARLIT Tual district.
To perform a meta-analysis research, there are numbers of step should be done. Firstly by identifying the variables of seven above-mentioned research reports to find common ground or aspects studied. Secondly, for each similar variable or aspect then carefully observed such as sample, collecting data instrument, research method, findings. To study the same variables is done by using the t-test as comparative approach.
ANALYSIS AND DISCUSSION
According to other research, Meta-analysis method categorizes based on similar variables such qualifications, competence and professionalism of teachers. The five studies mentioned above, the subject/sample or the analysis unit scattered from primary education to secondary education. Based on the substance of the research, the scope data to be used in the meta-analysis focuses on academic qualifications and teacher’s competence6. Meta-analysis will be performed primarily on identical research, which includes: (i) qualifications of teachers; and (ii) the competence of teachers in general.
The rest is a descriptive-evaluative analysis on both studies.
Teachers Competencies
The term 'competencies', 'competence' and 'competent' in Indonesian language translates as competency, skills and empowerment refers to the situation or capable or appropriate quality. English dictionary describes the word 'competence' as the appropriate circumstances, an adequate or suitable. Definition of competence in the workplace refers to the sense of someone with the job suitability. But in the context of the work, competence has two different meanings, depends on the frame of organization.2
CIPD UK3 describes competence as a guideline from organization which given to each employee to produce the expected performance. Organization gives an indicator of attitude/behavior for everyone to be evaluated and associated for incentive determination. Competence can be interpreted as an indicator of performance in organization that describes individual performance.
Competence refers to the characteristics of underlying behaviors that describe motives, positive characteristics (typical), self-concept, values, knowledge or capability that brought by a person who performs excellent (superior performer) in the workplace2. The competence is a
RESEARCH ARTICLE Adv.Sci.Lett. 23, 10865-10867, 2017
Email Address: agusdudung@unj.ac.id 10866
` Adv.Sci. Lett. 23, 10865-10867, 2017
bending of knowledge (intellect), attitude (heart power), and skill (physical power) which are formed the deeds.4 In other words, competence is the combination of knowledge acquisition, skills, values and attitudes which are reflected in the way of thinking and acting in his/her job perform. It can also be said that competence is a combination of ability, knowledge, skills, attitude, character, understanding, appreciation, and expectations which reflects someone characteristic in performing tasks in order to achieve working standard quality4.
In Indonesia, According to Law No. 14 Year 2005 on teachers and lecturers, it says: "Competence is a set of knowledge, skills and behaviors that must be owned, controlled, and lived by teacher or lecturer in performing the duties of professionalism". In that law also mention four competencies that must be mastered by teacher and lecturer, namely pedagogic competence, personal competence, professional competence and social competence. Mastery of the fourth absolute competence for teachers is to carry out its work in a professional manner. Based on meta-analysis in a research with title
"Analysis of teacher’s competencies and professionalism improvement in order to escalate the quality of primary education in the district of Sigi, Central Sulawesi Province", is found that some of empirical facts of teacher competence profile in the district of Sigi: (1) the scores of PLPG elementary school teachers final exam from 2006 to 2012 were an average of 78.11 out of 377 participants;
(2) The average score of the new UK was 36.43 and an average score of new UTN was 41.54; and (3) the total of certified teachers who in Sigi only 663 in the period of 2010-2012. The meta-analysis result also indicates of wrong summation by researchers at the total of 447, whereas when the number beside summarized, there were only 392. There was a difference of 55 participants.
- Data distribution of PLPG Primary School participants based on passing score does not reflect to study the district of Sigi. Similarly data of PLPG participant that pass by level of education does not reflect the district of Sigi, but rather to the level of Central Sulawesi province. This indicates that the study did not focus
- The result of PLPG Elementary School Teacher final exam score in 2006-2012 was average of 78.11 from 377 participants.
- Author stated: "The result of PLPG elementary school teachers final exam from 2007 to 2012, if examined deeply in the context of teaching competencies, mostly teachers still to be teachers, yet was not able to deepen their knowledge." However, if the research report examined thoroughly, there is no supporting data to base the statement.
As obtained score of UKA and UTN elementary school teacher in 2012, founds that:
Table1. Score of UKA and UTN elementary school teacher in the district of Sigi - 2012
The above data shows that the average competency score of elementary school teachers in Sigi is still below the passing standard (minimum score of 42). The average result of UTN and PLPG elementary school teacher in 2012 is 41.00 out of 127 participants. The numbers of teachers who have certified in the district of Sigi during period of 2010-2012 are shown in the table below. In this study, primary education teacher in the district Sigi is excluded so as the ratio between both certified teacher and uncertified does not include as well.
Table2. Certified teacher in the district of Sigi (2010-2012)
Based on the research title above, there are some critical remarks need to be submitted as follows. First, stage of research as described in chapter three does not appear in the conclusion. Secondly, the study is dull and shallow in analyzing qualifications condition and teacher competency in the district of Sigi, and the used data mostly in the bigger region, Central Sulawesi province.
Thirdly, some statements do not support by data in the discussion part, for instance: "the ability and willingness of teachers in the district of Sigi are high enough even age does not become a barrier for teachers to improve the professional competence of teachers", least at the results there is no research data to support.
Elsewhere, study which evaluating the competence of teachers in general, paper with tittle "Qualifications and Competencies mapping on professionalism of junior high school teacher in North Hulu Sungai district, South Kalimantan". Teacher competency test results (UKG) in 2012 shows that from 89 total participants, only 7 (7.86 percent) were passed while the rest (92.14%) did not. The majority of teachers have competence in medium category (grades 33-66). The score of UKG test as following table:
Course Total Avg score of UKA
Avg score
UTNof Delta Elementary school
teacher 1334 36.43 41.54 5.10
No. Education level 2010 2011 201
2 Total
1 Playgroup 13 20 28 61
2 Elementary school 62 252 132 446
3 School for disable 0 0 3 3
4 Junior high school 32 35 24 91
5 Senior high school 30 12 5 47
6 Vocational school 11 3 1 15
TOTAL 148 322 193 663
Adv. Sci. Lett. 23, 10865–10867, 2017 RESEARCH ARTICLE
10867 Table3. Score of UKG in the district of North Hulu
Sungai in 2012
The few empirical facts above indicate a serious problem and must be addressed soon. There are some efforts to solve this problem are such conduct continuous and comprehensive competency development which includes: (i) training for teacher’s skill development; (ii) empower school supervisor; (iii) develop the capacity of the supervisor team in order to perform effective guidance for teachers; (iv) provide guidance to the principals to be able organized the teachers; and (v) empower university and teacher forums in the development of teacher competence
Academic Qualification
Based on the Act No. 14 Year 2005 about teachers and lecturers, it says that an academic qualification must owned a certificate level of academic education according to the type, level and formal education unit at the workplace. Teacher is categorized professional if he/she meets the minimum qualifications as specified in the Decree of the Minister of National Education No. 16 Year 2007 about teacher competency standards and qualifications. Under this policy, a professional teacher should be qualified undergraduate or at least forth diploma (D4).
The study on the academic qualifications of teachers as shown in paper work, "Analysis of teacher’s competencies and professionalism improvement in order to escalate the quality of primary education in the district Sigi, Central Sulawesi Province". The study is limited to teachers who take the program PLPG. The data were analyzed and shown in the discussion is quite general in the scope of Central Sulawesi province and unfocused conduct the study. There is a data about academic qualifications but only for participants PLPG, yet does not mention the total teacher. Therefore none of teachers proportion who have met the qualification standards along with the ratio.
While the study on the academic qualifications of teachers as shown in: "Study of teacher qualification and competence improvement in the district of Tual". The results can be summarized as shown in table 4.
Table4. Total certified teacher in the district of Tual
Based on the above table the number of qualified teachers who have been certified in the district of Tual only about 22.28% for elementary school level and 30.77% for junior high school. It means that majority of teachers have not been certified and has not been declared as a professional teacher.
Table5. Elementary and junior high school teacher’s qualfication
in the North Hulu Sungai district.
Meanwhile, in the district of North Hulu Sungai, both elementary and junior high school teachers only some of them categorized as profesionals. It is recorded that amount of elementary school teachers with certificate only 32.96% out of total 534 teachers or can be said that there are 358 uncertified teachers. Different condition shown in junior high school level which is better because more than half teachers have met the qualification standards. Nevertheless, the percentage of unqualified teachers is still quite high, around 34.62%. In sum, it is necessary to accelerate that all teachers should meet the required qualification standards.
REFERENCES
[1] Glass, Gene V; McGaw, Barry; & Smith, Mary Lee.
(1981). Meta-analysis in Social Research, Beverly Hills, CA:
[2] Palan, R. (2008).SAGE Competency Management.Jakarta: PPM.
[3] Taylor, I. (2008). Assessment Centre: Identifikasi, Pengukuran, dan Pengembangan Kompetensi.Jakarta: PPM
[4] Geoff Keston, What is a Competency Management System?, http://www.kmworld.com/Articles/Editorial/What-Is-.../What-is- a-Competency-Management-System-87130.aspx, (2013)
[5] Sagala, S. (2009). Kemampuan Profesional Guru dan Tenaga Kependidikan.Bandung: Alfabeta.
[6} Karen W. Tao, et.al, A Meta-Analysis of Multicultural Competencies and Psychotherapy Process and Outcome Journal of Counseling Psychology, Vol. 62, No. 3, (2015): 337–350
No Range of score Category Total %
1 67 – 100 High 10 11,24
2 33 – 66 Medium 72 80,90
3 0 – 33 Low 7 7,86
Total 89 100
No Level total Certified Uncertidfied
1 Elementary
school 534 119
(22,28%) 415 (77,72%) 2 Junior high
school 338 104
(30,77%) 234 (69,23%)
No Level Total
teacher qualified Unqualified 1 Elemenntar
y school 534 176
(32,96%) 358 (67,04%) 2 Junior high
school 338 221
(65,38%) 117 (34,62%)
