Siti Noor Azizah (1), Suparwoto Suparwoto (2), Zalik Nuryana (3)
The study aims at describing the teacher performance in the Natural History Learning Process for the Elementary School Degree throughout the Province of Yogyakarta Special Region from the four competencies namely personality competency, professionalism competency, pedagogy competence and social competency based on the self-assessment, the principal assessment, the peer assessment, the student assessment and the observation toward the learning process after the certification. The nature of the study is an evaluative study using the descriptive quantitative approach. The study itself was conducted in both the Public Elementary Schools and the Private Elementary Schools throughout the Province of Yogyakarta Special Regions. The subjects of the study were the teachers who had been teaching Natural History in both schools who had passed the certification test in 2007 and 2008 and who had also been receiving the certification allowance. During the conduct of the study, the data gathering instruments that had been implemented were questionnaire, observation sheet and documentation. On the other hand, the data analysis technique that had been adopted was descriptive statistical analysis with percentage. Then, the results of the study show that the post-certification performance of Natural History teachers have been “Very Good†based on the personality, professionalism, pedagogy and social competency and also based on the results of the self-assessment, the principal assessment and the peer assessment. The details on the results of the post-certification teacher performance in this regard might be elaborated as follows: (1) personality competence 96.70%; (2) professionalism competence 76.40%; (3) pedagogy competence 83.30%; and (4) social competence 88.90%. Furthermore, the results of the student assessment assert that the post-certification of Natural History teachers belongs to the “Very Good†category with the assessment rate of 96.70%. Last but not the least, the results of the observation toward the teacher learning process also belong to the “Very Good†category with the following details: (1) pre-learning activities 93.30%; (2) core activities 93.30%; and (3) closing activities 73.30%.
Alsrhid, A. M. M. (2012). Analytical study of the professional qualifications of the teacher in the Arab World. Journal of Education and Practice, 3(13), 17–38. https://www.iiste.org/Journals/index.php/JEP/article/view/3051
Arikunto, S. (2016). Dasar-dasar evaluasi pendidikan (5th ed.). Bumi Aksara.
Damanik, I. H. (2012). Penyiapan pendidik dan tenaga kependidikan yang berkarakter untuk membentuk generasi emas. Universitas Negeri Yogyakarta.
Departemen Pendidikan Nasional. (2007a). Peraturan Menteri Pendidikan Nasional (Mendiknas) RI Nomor 18 Tahun 2007 tentang sertifikasi guru dalam jabatan.
Departemen Pendidikan Nasional. (2007c). Peraturan Menteri Pendidikan Nasional RI No 16 Tahun 2007 tentang standar kualifikasi akademik dan kompetensi guru.
Departemen Pendidikan Nasional. (2010). sertifikasi guru dalam jabatan tahun 2010. Jakarta: kemeneterian Pendidikan Nasional Republik Indonesia.
Djohar, D. (2007). Pendidikan dan pembinaannya penerapannya dalam pendidikan dan undang undang guru. Sinar Grafika.
Fattah, N. (1999). Landasan manajemen pendidikan. PT Remaja Rosdakarya.
Gronlund, N. E. (1985). Measurement and evaluation in teaching. Macmillan College.
Grounlund, N., Linn, R., & Gronlund, E. N. (1990). Measurement and evaluation in teaching.
Hasriani, G. (2019). Interview as a learning technique in speaking subject: Students’ perspective. Language Circle: Journal of Language and Literature, 13(2). https://doi.org/10.15294/lc.v13i2.18976
Hastuti, S. (2005). Kontribusi hasil pelatihan guru dan supervisi kepala sekolah terhadap profesionalisme guru (Penelitian pada guru madrasah aliyah di Kota Semarang). Universitas Negeri Semarang.
Jalinus, N., & Nabawi, R. A. (2017). Implementation of the PjBL model to enhance problem solving skill and skill competency of community college student. Jurnal Pendidikan Vokasi, 7(3), 304–311. https://doi.org/10.21831/jpv.v7i3.14286
Mardapi, D., & Herawan, T. (2019). Community-based teacher training: Transformation of sustainable teacher empowerment strategy in Indonesia. Journal of Teacher Education for Sustainability, 21(1), 48–66. https://doi.org/10.2478/jtes-2019-0004
Mulyasa, E. (2007). Standar kompetensi dan sertifikasi guru (M. Mukhlis (ed.)). Remaja Rosdakarya.
Munir, A. (2008). Menjadi kepala sekolah efektif. Ar-Ruzz Media.
Nabila, H. (2016). The influence of pedagogic competence and professional competence to performance of teachers social studies in Trowulan district. International Conference on Ethics of Business, Economics, and Social Scienceyang Diselenggarakan Oleh Fakultas Ekonomi UNY, Tanggal, 16–17.
Natuna, D. A., & Rinaldi, R. (2017). The competency of teacher entrepreneurship in teaching. International Journal of Economic, Business and Applications, 2(1), 41–52. https://ijeba.ejournal.unri.ac.id/index.php/IJEBA/article/view/4648
Nisa, A. F. (2015). Implementasi multiple intelligences dalam pendidikan dasar. Al-Bidayah: Jurnal Pendidikan Dasar Islam, 7(2). https://doi.org/10.14421/al-bidayah.v7i2.81
Payong, M. R. (2011). Sertifikasi profesi guru: konsep dasar, problematika, dan implementasinya. Indeks.
Sariwulan, T., Agung, I., Sudrajat, U., & Atmadiredja, G. (2019). The influence of job expectation, job satisfaction, and government policy towards the work stress, job enthusiasm and continuance commitment of the honorarium teacher. Jurnal Cakrawala Pendidikan, 38(2), 305–319. https://doi.org/10.21831/cp.v38i2.24380
Sasmoko, Doringin, F., Indrianti, Y., Goni, A. M., & Ruliana, P. (2018). Indonesian teacher engagement index (ITEI): An emerging concept of teacher engagement in Indonesia. IOP Conference Series: Materials Science and Engineering, 306, 12119. https://doi.org/10.1088/1757-899x/306/1/012119
Sudijono, A. (2012). Pengantar evaluasi pendidikan. PT Raja Grafindo Persada.
Suparlan, S. (2008). Menjadi guru efektif. Hikayat Publishing.
Suyanto, S., & Abbas, A. (2001). Wajah dan dinamika pendidikan anak bangsa. Adicita Karya Nusa.
Weiss, C. H. (1997). Theory-based evaluation: Past, present, and future. New Directions for Evaluation, 1997(76), 41–55. https://doi.org/10.1002/ev.1086
Widiastini, N. P. D., Candiasa, I. M., & Suharta, I. (2018). Development of interactive multimedia learning surface area of solid geometry. International Journal of Physics & Mathematics, 1(1), 1–7. https://doi.org/10.31295/ijpm.v1n1.38