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Sili Sabon, Simon
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KAJIAN KESIAPAN KOMPETENSI GURU BAHASA INGGRIS SMP UNTUK MENDUKUNG IMPLEMENTASI KURIKULUM 2013 (K-13) Sili Sabon, Simon
Jurnal Penelitian Kebijakan Pendidikan Vol 10, No 2 (2017)
Publisher : Balitbang Kemendikbud

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpkp.v10i2.175

Abstract

AbstrakTujuan kajian ini adalah memetakan kompetensi pedagogik dan profesional guru Bahasa Inggris SMP yang dapat menjadi masukan bagi pembuat kebijakan dalam merancang pendidikan dan pelatihan bagi guru yang mengajar mata pelajaran ini. Untuk mencapainya kajian ini memetakan kompetensi guru berdasarkan capaian guru untuk setiap indikator kompetensi pedagogik dan profesional yang telah diteskan dalam Uji Kompetensi Guru (UKG). Pendekatan kajian adalah kuantitatif. Data yang digunakan dalam penelitian ini adalah data sekunder tentang nilai UKG yang diperoleh dari Direktorat Jenderal Guru dan Tenaga Kependidikan (Ditjen GTK) Kementerian Pendidikan dan Kebudayaan (Kemendikbud). Data dianalisis dengan teknik statistik deskriptif menggunakan tabel frekuensi. Kajian menyimpulkan bahwa hasil UKG guru Bahasa Inggris SMP rendah karena rata-rata nasionalnya hanya 56,02 dalam skala 100, sehingga menjadi faktor yang dapat menghambat implementasi K-13. Sedangkan analisis UKG per indikator penentu kompetensi menunjukkan bahwa hanya 17 persen indikator kompetensi pedagogik dan 32 persen indikator kompetensi profesional yang dikuasai oleh guru, dengan kriteria penguasaan indikator adalah 75 persen peserta ujian menjawab benar untuk indikator kompetensi tersebut. AbstractThe purpose of this study is to map the pedagogical and professional competence of English teachers at unior secondary school that can be used as an input for policy makers in designing education and training for English teachers. To achieve this purpose the study will map the competence of teachers based on performance test of teachers for each indicator of pedagogical and professional competence. The approach of the study is quantitative. Data used in this study is the secondary data about the result of the test of teacherâ??s competences done by The Directorate General of Teachers and Education Personnel Ministry of Education and Culture. The data will be analized descriptively using table frequencies. The study concludes that the results of teachersâ?? competence test for the English teachers is low because the mean value of the test is just 56,02 on a scale of 100. This result can become a factor that could impede the implementation of K-13. While the analysis of the test for each determining indicator of competence shows that only 17 percent of pedagogical indicators and 32 percent of professional indicators is mastered by the teachers, with the mastery criterion indicator is 75 percent of examinees answered the questions for that indicator correctly.
KAJIAN KESIAPAN KOMPETENSI GURU BAHASA INGGRIS SMP UNTUK MENDUKUNG IMPLEMENTASI KURIKULUM 2013 (K-13) Sili Sabon, Simon
Jurnal Penelitian Kebijakan Pendidikan Vol 10 No 2 (2017)
Publisher : Balitbang Kemendikbud

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpkp.v10i2.175

Abstract

AbstrakTujuan kajian ini adalah memetakan kompetensi pedagogik dan profesional guru Bahasa Inggris SMP yang dapat menjadi masukan bagi pembuat kebijakan dalam merancang pendidikan dan pelatihan bagi guru yang mengajar mata pelajaran ini. Untuk mencapainya kajian ini memetakan kompetensi guru berdasarkan capaian guru untuk setiap indikator kompetensi pedagogik dan profesional yang telah diteskan dalam Uji Kompetensi Guru (UKG). Pendekatan kajian adalah kuantitatif. Data yang digunakan dalam penelitian ini adalah data sekunder tentang nilai UKG yang diperoleh dari Direktorat Jenderal Guru dan Tenaga Kependidikan (Ditjen GTK) Kementerian Pendidikan dan Kebudayaan (Kemendikbud). Data dianalisis dengan teknik statistik deskriptif menggunakan tabel frekuensi. Kajian menyimpulkan bahwa hasil UKG guru Bahasa Inggris SMP rendah karena rata-rata nasionalnya hanya 56,02 dalam skala 100, sehingga menjadi faktor yang dapat menghambat implementasi K-13. Sedangkan analisis UKG per indikator penentu kompetensi menunjukkan bahwa hanya 17 persen indikator kompetensi pedagogik dan 32 persen indikator kompetensi profesional yang dikuasai oleh guru, dengan kriteria penguasaan indikator adalah 75 persen peserta ujian menjawab benar untuk indikator kompetensi tersebut. AbstractThe purpose of this study is to map the pedagogical and professional competence of English teachers at unior secondary school that can be used as an input for policy makers in designing education and training for English teachers. To achieve this purpose the study will map the competence of teachers based on performance test of teachers for each indicator of pedagogical and professional competence. The approach of the study is quantitative. Data used in this study is the secondary data about the result of the test of teacherâ??s competences done by The Directorate General of Teachers and Education Personnel Ministry of Education and Culture. The data will be analized descriptively using table frequencies. The study concludes that the results of teachersâ?? competence test for the English teachers is low because the mean value of the test is just 56,02 on a scale of 100. This result can become a factor that could impede the implementation of K-13. While the analysis of the test for each determining indicator of competence shows that only 17 percent of pedagogical indicators and 32 percent of professional indicators is mastered by the teachers, with the mastery criterion indicator is 75 percent of examinees answered the questions for that indicator correctly.
KAJIAN KESIAPAN KOMPETENSI GURU BAHASA INGGRIS SMP UNTUK MENDUKUNG IMPLEMENTASI KURIKULUM 2013 (K-13) Sili Sabon, Simon
Jurnal Penelitian Kebijakan Pendidikan Vol 10 No 2 (2017)
Publisher : Pusat Standar dan Kebijakan Pendidikan, BSKAP, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpkp.v10i2.175

Abstract

AbstrakTujuan kajian ini adalah memetakan kompetensi pedagogik dan profesional guru Bahasa Inggris SMP yang dapat menjadi masukan bagi pembuat kebijakan dalam merancang pendidikan dan pelatihan bagi guru yang mengajar mata pelajaran ini. Untuk mencapainya kajian ini memetakan kompetensi guru berdasarkan capaian guru untuk setiap indikator kompetensi pedagogik dan profesional yang telah diteskan dalam Uji Kompetensi Guru (UKG). Pendekatan kajian adalah kuantitatif. Data yang digunakan dalam penelitian ini adalah data sekunder tentang nilai UKG yang diperoleh dari Direktorat Jenderal Guru dan Tenaga Kependidikan (Ditjen GTK) Kementerian Pendidikan dan Kebudayaan (Kemendikbud). Data dianalisis dengan teknik statistik deskriptif menggunakan tabel frekuensi. Kajian menyimpulkan bahwa hasil UKG guru Bahasa Inggris SMP rendah karena rata-rata nasionalnya hanya 56,02 dalam skala 100, sehingga menjadi faktor yang dapat menghambat implementasi K-13. Sedangkan analisis UKG per indikator penentu kompetensi menunjukkan bahwa hanya 17 persen indikator kompetensi pedagogik dan 32 persen indikator kompetensi profesional yang dikuasai oleh guru, dengan kriteria penguasaan indikator adalah 75 persen peserta ujian menjawab benar untuk indikator kompetensi tersebut. AbstractThe purpose of this study is to map the pedagogical and professional competence of English teachers at unior secondary school that can be used as an input for policy makers in designing education and training for English teachers. To achieve this purpose the study will map the competence of teachers based on performance test of teachers for each indicator of pedagogical and professional competence. The approach of the study is quantitative. Data used in this study is the secondary data about the result of the test of teacher’s competences done by The Directorate General of Teachers and Education Personnel Ministry of Education and Culture. The data will be analized descriptively using table frequencies. The study concludes that the results of teachers’ competence test for the English teachers is low because the mean value of the test is just 56,02 on a scale of 100. This result can become a factor that could impede the implementation of K-13. While the analysis of the test for each determining indicator of competence shows that only 17 percent of pedagogical indicators and 32 percent of professional indicators is mastered by the teachers, with the mastery criterion indicator is 75 percent of examinees answered the questions for that indicator correctly.
EVALUASI SISTEM PENYIAPAN GURU UNTUK MENGAJAR PADA JENJANG PENDIDIKAN DASAR Sili Sabon, Simon; Widodo
Jurnal Penelitian Kebijakan Pendidikan Vol 14 No 1 (2021)
Publisher : Pusat Standar dan Kebijakan Pendidikan, BSKAP, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpkp.v14i1.429

Abstract

This study aims to analyze: (i) the teacher education system, (ii) the accreditation status of teacher’s colleges and study programs, (iii) the fulfillment of lecturer standards, (iv) the quality of student input, and (v) the quality of student internships. Study approach is a mix of quantitative and qualitative. The study utilizes secondary data from Higher Education Database and National Accreditation Board for Higher Education. Also used is survey data with students in four institutions around Jakarta. The study findings show that the teacher education system has changed for the better, but has not been implemented strictly. Previously, graduates of undergraduate education could immediately become teachers, but after the issuance of Minister of Education and Culture Regulation No 87/2013, a bachelor of education must take Teacher Professional Education first if he wants to become a teacher. Another study finding is that most of the study programs have not been accredited. Some study programs that have been accredited, only get a C grade. Regarding the standard of lecturers, some teacher’s colleges have met the minimum standard of having a master’s degree for lecturers. The number of lecturers at certain teacher’s colleges is excessive so that the workload is less than the standard. The quality of student input is quite good. Most students feel that they have had sufficient experience during their internship. The study 50 recommends that the ministry and teacher’s colleges apply Minister of Education and Culture Regulation No 87/2013 to produce professional teachers. The Ministry of Education and Culture must work closely with local governments so that teacher recruitment only accepts the graduates from teacher professional education. Teacher professional education must prioritize quality by only accepting graduates with Bachelor’s degree in education. If there is a study program that does not meet the requirements, it should be proposed to have its operational permit terminated. Studi ini bertujuan menganalisis: (i) sistem pendidikan keguruan, (ii) status akreditasi lembaga pendidikan keguruan dan program studi, (iii) pemenuhan standar dosen, (iv) mutu input mahasiswa, dan (v) mutu magang mahasiswa. Pendekatan studi menggunakan campuran kuantitatif dan kualitatif. Studi memanfaatkan data sekunder dari Pangkalan Data Pendidikan Tinggi dan Badan Akreditasi Nasional Perguruan Tinggi. Digunakan pula data survei dengan mahasiswa di empat lembaga di sekitar Jakarta. Temuan studi menunjukkan bahwa sistem pendidikan keguruan mengalami perubahan ke arah yang lebih baik, namun belum diimplementasikan secara ketat. Sebelumnya lulusan sarjana pendidikan bisa langsung menjadi guru, namun setelah terbitnya Peraturan Menteri Pendidikan dan Kebudayaan Nomor 87/2013, seorang sarjana pendidikan harus mengikuti Pendidikan Profesi Guru terlebih dahulu jika ingin menjadi guru. Temuan studi lainnya yaitu sebagian besar program studi belum terakreditasi. program studi yang sudah terakreditasi, sebagian hanya memperoleh nilai C. Terkait standar dosen, sebagian lembaga pendidikan keguruan sudah memenuhi standar minimal berpendidikan pasca sarjana. Jumlah dosen pada lembaga pendidikan keguruan tertentu berlebih sehingga beban kerjanya kurang dari standar. Mutu input mahasiswa sudah cukup baik. Sebagian besar mahasiswa merasa telah mendapat pengalaman memadai dari magang. Kajian merekomendasikan agar kementerian dan lembaga pendidikan keguruan menerapkan Peraturan Menteri Pendidikan dan Kebudayaan Nomor 87/2013 untuk menghasilkan guru profesional. Kementerian Pendidikan dan Kebudayaan harus bekerja sama dengan pemerintah daerah agar rekrutmen guru hanya menerima lulusan pendidikan profesi guru. Pendidikan profesi guru harus mengutamakan mutu sehingga hanya menerima lulusan sarjana pendidikan. Jika ada program studi yang tidak memenuhi persyaratan, sebaiknya diusulkan untuk dihentikan ijin operasionalnya.
PERMASALAHAN PENGELOLAAN GURU HONORER PADA JENJANG PENDIDIKAN DASAR Sili Sabon, Simon
Jurnal Penelitian Kebijakan Pendidikan Vol 15 No 2 (2022)
Publisher : Pusat Standar dan Kebijakan Pendidikan, BSKAP, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpkp.v15i2.599

Abstract

Honorary teachers are recruited to address the shortage of teachers in public schools, but the recruitment appears to be poorly planned. This hasty recruitment process results in inefficiency in the management and development of these honorary teachers. This qualitative research aims to describe and analyze the management of honorary teachers to support the optimization of school performance in primary education. This research used two methods of data collection, which are focus group discussions (FGD) and questionnaire. The data from the FGD were collected from honorary teachers and headmasters from several schools in West Java and Banten. And the data from the questionnaire were collected from 2.831 honorary teahers in Indonesa. The analyses on honorary teacher’s issues were related to: (i) staff planning, (ii) recruitment process, (iii) career development; and (v) competence, performance, and welfare. From the analysis, the research recommended: (i) the staff planning and recruitment process should be managed directly by the regional education office, (ii) in recruiting honorary teachers to become government employees with a work agreement, it is best to apply affirmative rules that provide a sense of fairness, (iii) it is best to mention teachers’ names when inviting them to self-development activities in orderto prevent the principals from sending only civil servant teachers, (iv) the government needs to thoroughly consider the welfare of the honorary teachers. 
KAJIAN KESIAPAN KOMPETENSI GURU BAHASA INGGRIS SMP UNTUK MENDUKUNG IMPLEMENTASI KURIKULUM 2013 (K-13) Sili Sabon, Simon
Jurnal Penelitian Kebijakan Pendidikan Vol 10 No 2 (2017)
Publisher : Pusat Standar dan Kebijakan Pendidikan, BSKAP, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpkp.v10i2.175

Abstract

AbstrakTujuan kajian ini adalah memetakan kompetensi pedagogik dan profesional guru Bahasa Inggris SMP yang dapat menjadi masukan bagi pembuat kebijakan dalam merancang pendidikan dan pelatihan bagi guru yang mengajar mata pelajaran ini. Untuk mencapainya kajian ini memetakan kompetensi guru berdasarkan capaian guru untuk setiap indikator kompetensi pedagogik dan profesional yang telah diteskan dalam Uji Kompetensi Guru (UKG). Pendekatan kajian adalah kuantitatif. Data yang digunakan dalam penelitian ini adalah data sekunder tentang nilai UKG yang diperoleh dari Direktorat Jenderal Guru dan Tenaga Kependidikan (Ditjen GTK) Kementerian Pendidikan dan Kebudayaan (Kemendikbud). Data dianalisis dengan teknik statistik deskriptif menggunakan tabel frekuensi. Kajian menyimpulkan bahwa hasil UKG guru Bahasa Inggris SMP rendah karena rata-rata nasionalnya hanya 56,02 dalam skala 100, sehingga menjadi faktor yang dapat menghambat implementasi K-13. Sedangkan analisis UKG per indikator penentu kompetensi menunjukkan bahwa hanya 17 persen indikator kompetensi pedagogik dan 32 persen indikator kompetensi profesional yang dikuasai oleh guru, dengan kriteria penguasaan indikator adalah 75 persen peserta ujian menjawab benar untuk indikator kompetensi tersebut. AbstractThe purpose of this study is to map the pedagogical and professional competence of English teachers at unior secondary school that can be used as an input for policy makers in designing education and training for English teachers. To achieve this purpose the study will map the competence of teachers based on performance test of teachers for each indicator of pedagogical and professional competence. The approach of the study is quantitative. Data used in this study is the secondary data about the result of the test of teacher’s competences done by The Directorate General of Teachers and Education Personnel Ministry of Education and Culture. The data will be analized descriptively using table frequencies. The study concludes that the results of teachers’ competence test for the English teachers is low because the mean value of the test is just 56,02 on a scale of 100. This result can become a factor that could impede the implementation of K-13. While the analysis of the test for each determining indicator of competence shows that only 17 percent of pedagogical indicators and 32 percent of professional indicators is mastered by the teachers, with the mastery criterion indicator is 75 percent of examinees answered the questions for that indicator correctly.
EVALUASI SISTEM PENYIAPAN GURU UNTUK MENGAJAR PADA JENJANG PENDIDIKAN DASAR Sili Sabon, Simon; Widodo
Jurnal Penelitian Kebijakan Pendidikan Vol 14 No 1 (2021)
Publisher : Pusat Standar dan Kebijakan Pendidikan, BSKAP, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpkp.v14i1.429

Abstract

This study aims to analyze: (i) the teacher education system, (ii) the accreditation status of teacher’s colleges and study programs, (iii) the fulfillment of lecturer standards, (iv) the quality of student input, and (v) the quality of student internships. Study approach is a mix of quantitative and qualitative. The study utilizes secondary data from Higher Education Database and National Accreditation Board for Higher Education. Also used is survey data with students in four institutions around Jakarta. The study findings show that the teacher education system has changed for the better, but has not been implemented strictly. Previously, graduates of undergraduate education could immediately become teachers, but after the issuance of Minister of Education and Culture Regulation No 87/2013, a bachelor of education must take Teacher Professional Education first if he wants to become a teacher. Another study finding is that most of the study programs have not been accredited. Some study programs that have been accredited, only get a C grade. Regarding the standard of lecturers, some teacher’s colleges have met the minimum standard of having a master’s degree for lecturers. The number of lecturers at certain teacher’s colleges is excessive so that the workload is less than the standard. The quality of student input is quite good. Most students feel that they have had sufficient experience during their internship. The study 50 recommends that the ministry and teacher’s colleges apply Minister of Education and Culture Regulation No 87/2013 to produce professional teachers. The Ministry of Education and Culture must work closely with local governments so that teacher recruitment only accepts the graduates from teacher professional education. Teacher professional education must prioritize quality by only accepting graduates with Bachelor’s degree in education. If there is a study program that does not meet the requirements, it should be proposed to have its operational permit terminated. Studi ini bertujuan menganalisis: (i) sistem pendidikan keguruan, (ii) status akreditasi lembaga pendidikan keguruan dan program studi, (iii) pemenuhan standar dosen, (iv) mutu input mahasiswa, dan (v) mutu magang mahasiswa. Pendekatan studi menggunakan campuran kuantitatif dan kualitatif. Studi memanfaatkan data sekunder dari Pangkalan Data Pendidikan Tinggi dan Badan Akreditasi Nasional Perguruan Tinggi. Digunakan pula data survei dengan mahasiswa di empat lembaga di sekitar Jakarta. Temuan studi menunjukkan bahwa sistem pendidikan keguruan mengalami perubahan ke arah yang lebih baik, namun belum diimplementasikan secara ketat. Sebelumnya lulusan sarjana pendidikan bisa langsung menjadi guru, namun setelah terbitnya Peraturan Menteri Pendidikan dan Kebudayaan Nomor 87/2013, seorang sarjana pendidikan harus mengikuti Pendidikan Profesi Guru terlebih dahulu jika ingin menjadi guru. Temuan studi lainnya yaitu sebagian besar program studi belum terakreditasi. program studi yang sudah terakreditasi, sebagian hanya memperoleh nilai C. Terkait standar dosen, sebagian lembaga pendidikan keguruan sudah memenuhi standar minimal berpendidikan pasca sarjana. Jumlah dosen pada lembaga pendidikan keguruan tertentu berlebih sehingga beban kerjanya kurang dari standar. Mutu input mahasiswa sudah cukup baik. Sebagian besar mahasiswa merasa telah mendapat pengalaman memadai dari magang. Kajian merekomendasikan agar kementerian dan lembaga pendidikan keguruan menerapkan Peraturan Menteri Pendidikan dan Kebudayaan Nomor 87/2013 untuk menghasilkan guru profesional. Kementerian Pendidikan dan Kebudayaan harus bekerja sama dengan pemerintah daerah agar rekrutmen guru hanya menerima lulusan pendidikan profesi guru. Pendidikan profesi guru harus mengutamakan mutu sehingga hanya menerima lulusan sarjana pendidikan. Jika ada program studi yang tidak memenuhi persyaratan, sebaiknya diusulkan untuk dihentikan ijin operasionalnya.
PERMASALAHAN PENGELOLAAN GURU HONORER PADA JENJANG PENDIDIKAN DASAR Sili Sabon, Simon
Jurnal Penelitian Kebijakan Pendidikan Vol 15 No 2 (2022)
Publisher : Pusat Standar dan Kebijakan Pendidikan, BSKAP, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpkp.v15i2.599

Abstract

Honorary teachers are recruited to address the shortage of teachers in public schools, but the recruitment appears to be poorly planned. This hasty recruitment process results in inefficiency in the management and development of these honorary teachers. This qualitative research aims to describe and analyze the management of honorary teachers to support the optimization of school performance in primary education. This research used two methods of data collection, which are focus group discussions (FGD) and questionnaire. The data from the FGD were collected from honorary teachers and headmasters from several schools in West Java and Banten. And the data from the questionnaire were collected from 2.831 honorary teahers in Indonesa. The analyses on honorary teacher’s issues were related to: (i) staff planning, (ii) recruitment process, (iii) career development; and (v) competence, performance, and welfare. From the analysis, the research recommended: (i) the staff planning and recruitment process should be managed directly by the regional education office, (ii) in recruiting honorary teachers to become government employees with a work agreement, it is best to apply affirmative rules that provide a sense of fairness, (iii) it is best to mention teachers’ names when inviting them to self-development activities in orderto prevent the principals from sending only civil servant teachers, (iv) the government needs to thoroughly consider the welfare of the honorary teachers. 
KAJIAN KESIAPAN KOMPETENSI GURU BAHASA INGGRIS SMP UNTUK MENDUKUNG IMPLEMENTASI KURIKULUM 2013 (K-13) Sili Sabon, Simon
Jurnal Penelitian Kebijakan Pendidikan Vol 10 No 2 (2017)
Publisher : Pusat Standar dan Kebijakan Pendidikan, BSKAP, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpkp.v10i2.175

Abstract

AbstrakTujuan kajian ini adalah memetakan kompetensi pedagogik dan profesional guru Bahasa Inggris SMP yang dapat menjadi masukan bagi pembuat kebijakan dalam merancang pendidikan dan pelatihan bagi guru yang mengajar mata pelajaran ini. Untuk mencapainya kajian ini memetakan kompetensi guru berdasarkan capaian guru untuk setiap indikator kompetensi pedagogik dan profesional yang telah diteskan dalam Uji Kompetensi Guru (UKG). Pendekatan kajian adalah kuantitatif. Data yang digunakan dalam penelitian ini adalah data sekunder tentang nilai UKG yang diperoleh dari Direktorat Jenderal Guru dan Tenaga Kependidikan (Ditjen GTK) Kementerian Pendidikan dan Kebudayaan (Kemendikbud). Data dianalisis dengan teknik statistik deskriptif menggunakan tabel frekuensi. Kajian menyimpulkan bahwa hasil UKG guru Bahasa Inggris SMP rendah karena rata-rata nasionalnya hanya 56,02 dalam skala 100, sehingga menjadi faktor yang dapat menghambat implementasi K-13. Sedangkan analisis UKG per indikator penentu kompetensi menunjukkan bahwa hanya 17 persen indikator kompetensi pedagogik dan 32 persen indikator kompetensi profesional yang dikuasai oleh guru, dengan kriteria penguasaan indikator adalah 75 persen peserta ujian menjawab benar untuk indikator kompetensi tersebut. AbstractThe purpose of this study is to map the pedagogical and professional competence of English teachers at unior secondary school that can be used as an input for policy makers in designing education and training for English teachers. To achieve this purpose the study will map the competence of teachers based on performance test of teachers for each indicator of pedagogical and professional competence. The approach of the study is quantitative. Data used in this study is the secondary data about the result of the test of teacher’s competences done by The Directorate General of Teachers and Education Personnel Ministry of Education and Culture. The data will be analized descriptively using table frequencies. The study concludes that the results of teachers’ competence test for the English teachers is low because the mean value of the test is just 56,02 on a scale of 100. This result can become a factor that could impede the implementation of K-13. While the analysis of the test for each determining indicator of competence shows that only 17 percent of pedagogical indicators and 32 percent of professional indicators is mastered by the teachers, with the mastery criterion indicator is 75 percent of examinees answered the questions for that indicator correctly.
EVALUASI SISTEM PENYIAPAN GURU UNTUK MENGAJAR PADA JENJANG PENDIDIKAN DASAR Sili Sabon, Simon; Widodo
Jurnal Penelitian Kebijakan Pendidikan Vol 14 No 1 (2021)
Publisher : Pusat Standar dan Kebijakan Pendidikan, BSKAP, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpkp.v14i1.429

Abstract

This study aims to analyze: (i) the teacher education system, (ii) the accreditation status of teacher’s colleges and study programs, (iii) the fulfillment of lecturer standards, (iv) the quality of student input, and (v) the quality of student internships. Study approach is a mix of quantitative and qualitative. The study utilizes secondary data from Higher Education Database and National Accreditation Board for Higher Education. Also used is survey data with students in four institutions around Jakarta. The study findings show that the teacher education system has changed for the better, but has not been implemented strictly. Previously, graduates of undergraduate education could immediately become teachers, but after the issuance of Minister of Education and Culture Regulation No 87/2013, a bachelor of education must take Teacher Professional Education first if he wants to become a teacher. Another study finding is that most of the study programs have not been accredited. Some study programs that have been accredited, only get a C grade. Regarding the standard of lecturers, some teacher’s colleges have met the minimum standard of having a master’s degree for lecturers. The number of lecturers at certain teacher’s colleges is excessive so that the workload is less than the standard. The quality of student input is quite good. Most students feel that they have had sufficient experience during their internship. The study 50 recommends that the ministry and teacher’s colleges apply Minister of Education and Culture Regulation No 87/2013 to produce professional teachers. The Ministry of Education and Culture must work closely with local governments so that teacher recruitment only accepts the graduates from teacher professional education. Teacher professional education must prioritize quality by only accepting graduates with Bachelor’s degree in education. If there is a study program that does not meet the requirements, it should be proposed to have its operational permit terminated. Studi ini bertujuan menganalisis: (i) sistem pendidikan keguruan, (ii) status akreditasi lembaga pendidikan keguruan dan program studi, (iii) pemenuhan standar dosen, (iv) mutu input mahasiswa, dan (v) mutu magang mahasiswa. Pendekatan studi menggunakan campuran kuantitatif dan kualitatif. Studi memanfaatkan data sekunder dari Pangkalan Data Pendidikan Tinggi dan Badan Akreditasi Nasional Perguruan Tinggi. Digunakan pula data survei dengan mahasiswa di empat lembaga di sekitar Jakarta. Temuan studi menunjukkan bahwa sistem pendidikan keguruan mengalami perubahan ke arah yang lebih baik, namun belum diimplementasikan secara ketat. Sebelumnya lulusan sarjana pendidikan bisa langsung menjadi guru, namun setelah terbitnya Peraturan Menteri Pendidikan dan Kebudayaan Nomor 87/2013, seorang sarjana pendidikan harus mengikuti Pendidikan Profesi Guru terlebih dahulu jika ingin menjadi guru. Temuan studi lainnya yaitu sebagian besar program studi belum terakreditasi. program studi yang sudah terakreditasi, sebagian hanya memperoleh nilai C. Terkait standar dosen, sebagian lembaga pendidikan keguruan sudah memenuhi standar minimal berpendidikan pasca sarjana. Jumlah dosen pada lembaga pendidikan keguruan tertentu berlebih sehingga beban kerjanya kurang dari standar. Mutu input mahasiswa sudah cukup baik. Sebagian besar mahasiswa merasa telah mendapat pengalaman memadai dari magang. Kajian merekomendasikan agar kementerian dan lembaga pendidikan keguruan menerapkan Peraturan Menteri Pendidikan dan Kebudayaan Nomor 87/2013 untuk menghasilkan guru profesional. Kementerian Pendidikan dan Kebudayaan harus bekerja sama dengan pemerintah daerah agar rekrutmen guru hanya menerima lulusan pendidikan profesi guru. Pendidikan profesi guru harus mengutamakan mutu sehingga hanya menerima lulusan sarjana pendidikan. Jika ada program studi yang tidak memenuhi persyaratan, sebaiknya diusulkan untuk dihentikan ijin operasionalnya.
Co-Authors Widodo