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NOVATEUR PUBLICATIONS
JournalNX- A Multidisciplinary Peer Reviewed Journal
ISSN No: 2581 - 4230
VOLUME 6, ISSUE 6, June -2020
RELATIONSHIP OF TEACHER COMPETENCY TEST AND TEACHER
PERFORMANCE ASSESSMENT IN INCREASING EDUCATION QUALITY
EFRILIA
Widyaiswara Ahli Madya
eviprabuagung@gmail.com
ABSTRACT: concerning National Education Standards
Teacher competence is indeed an article 28 paragraph 3 which mandates that
ability possessed by a professional educator there are four competencies, namely:
in the field of education in improving the pedagogical competence, personality
quality of education, of course it needs to be competence, competence professional, social
tested and assessment of teacher competence. The four competencies must be
performance is needed to see the teacher mastered and understood and must be skilled at
competency profile in order to see the root doing so, as stated by Muslich (2007: 12) argues
causes of the problems being faced in order that competence is a knowledge, skills and
to improve the quality of education. The attitudes that are intact and displayed in
results of the UKG are also used as material performance. Mulyasa (2008: 34) also
for policy considerations in the provision of emphasized that competency as an agent of
teacher professional development and learning at the level of primary and secondary
development programs as well as giving education and early childhood education which
awards and appreciation to teachers The includes: pedagogical competence, personality
results of the Teacher Performance competence, professional competence, and
Assessment are used for policy makers and social competence. Mulyasa (2006: 41)
decisions to determine strategic steps in emphasizes the more important thing besides
order to improve the quality of teacher the four competencies is the teacher must have
performance and more specifically improve proportional moral and spiritual competence.
the quality of learning and learning services. Teacher competence is indeed an ability
Hope with the improvement in the quality of possessed by professional educators in the field
the process of providing learning and of education in improving the quality of
learning will improve the quality of education, of course it needs to be tested and
education. assessment of teacher performance is needed to
KEYWORDS: Teacher Competency Test, see the teacher competency profile in order to
Teacher Performance, Education Quality. see where the root of the problems being faced
in order to improve the quality of education. It
INTRODUCTION: is very unlikely that the quality of education can
The shift of teachers as knowledge agents be boosted without the competence of good and
has shifted towards learning agents to truly qualified teachers as stated by Yamin
encourage, help, mobilize and direct learners to (2006: 95) suggesting that quality graduates can
get learning experiences in accordance with the be achieved with qualified teachers who
stages of student development both interests, influence the learning and learning process in
talents, potential, physical and psychological schools and more clearly Yamin (2006: 95)
learners as stated by Kunandar (2008: 22) can emphasizes that where teachers in schools are
interpreted as teachers must understand the environments that influence the educational
potential of students both talents, interests and process besides parents and the community.
physical and potential of students to be How to evaluate teacher competency
empowered. The role of teachers in learning guidance and counseling can be done through
agents is highly required to have and master the Teacher Competency Test and Teacher
several competencies as the key to success in Performance Assessment by paying attention to
improving the quality of education as stated in the principles and steps and procedures for
Government Regulation No. 19 of 2005 implementing the evaluation process, namely:
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NOVATEUR PUBLICATIONS
JournalNX- A Multidisciplinary Peer Reviewed Journal
ISSN No: 2581 - 4230
VOLUME 6, ISSUE 6, June -2020
first, preparation, by understanding the Teacher RESULT AND DISCUSSION:
Performance Assessment guidelines, second TEACHER COMPETENCY:
implementation, third grading, and fourth Teacher competency is the key to success in
reporting. The 2015 UKG was conducted by improving the quality of education. Teacher
census or attended by all teachers in positions, competence is indeed an ability possessed by
both PNS and non PNS teachers, with the professional educators in the field of education
number of types of questions tested being as in Government Regulation No. 19 of 2005
subjects/class teachers / expertise packages / concerning National Education Standards
BK. The acquisition of UKG results for each article 28 paragraph 3 there are four
teacher becomes part of the teacher competencies namely: pedagogical competence,
performance appraisal, therefore according to personality competence, professional
the professional principles the teacher will competence, social competence. Kunandar
follow the UKG in subjects in accordance with (2008: 51) explains competence is the
the educator's certificate and the level of possession of knowledge, skills and abilities that
education he supports. The 2015 UKG is are demanded from certain positions. The
prepared in an open process, in accordance with teacher is a professional educator with educator
the principles of evaluation, fair, open, honest standards, one of which is the competency
and accountable by involving experts in their standard as mama stated Mulyasa (2006: 40)
fields and the public, so it is believed to be that competency is as an agent of learning and
credible. learning at the level of primary, secondary and
The phenomenon of teacher competency early childhood education and also added moral
has now been questioned by the community competence and spiritual competence. Broke
because it is evident from the results of research and Stone 1975 (Usman. 2001: 14) states that
on the 2015 Teacher Competency Test by the the Decriptive of qualitative nature or teacher
FKIP Uniska MAB Banjarmasin Team that shows behavior appears to be meaningful.
that there is still a low teacher competency Competence is a rational behavior that is
score below the 60 mark. Banjarmasin City manifested in a performance that requires
Vocational School based on Pedagogical appropriate conditions. Teachers as a
Competency Values in high school with the professional job are required to have
details, namely: grades: 13-28 there are 4 competence which is a field of work in the field
people, grades 29-44 there are 44 people, of education with their ability and expertise to
grades 45-60 there are 5 people and grades 61- carry out their duties and functions as a
76 there are 10, while for the level of vocational professional teacher who is maximally educated
school grades 13-28 there are 2 people, value and well trained, and has very rich experience in
29-44 there are 25 people, value 45-60 there are the field of education, so this is where the
18 people and nilia 61-76 there are 2 people. profession shows teachers with other
The UKG results are also used as policy professional occupations as stated by Usman
considerations in the provision of teacher (2001: 15) that professional teachers are
professional development and development educated and trained teachers as well as
programs as well as giving awards and mastering various strategies or techniques in
appreciation to teachers and Teacher learning and learning, also mastering
Performance Assessment Results are used for educational foundations as contained in teacher
policy makers and decisions to determine competencies. Teachers as educators who have
strategic steps in order to improve the quality of received education and training in the field of
teacher performance and more specifically education that have been required as stated by
improve the quality of giving learning and Mulyasa (2008: 35-36) can be interpreted that
learning services. Hope with the improvement teacher education is at least S-1 / D IV in the
in the quality of the process of providing field of education.
learning and learning will improve the quality of There are four competencies required in the
education. professional teacher profession that are
expected to improve the quality of education
758 | P a g e
NOVATEUR PUBLICATIONS
JournalNX- A Multidisciplinary Peer Reviewed Journal
ISSN No: 2581 - 4230
VOLUME 6, ISSUE 6, June -2020
through improving the quality of planning, the hope that school graduates will be able to
implementation, assessment and follow-up of become graduates who have the skills so that
learning and learning so as to produce quality students are able to live when and where they
graduates with the knowledge, skills and are.
attitudes of students as stated by Hasanah Teacher competencies can be seen in more
(2013: 81 ) graduate competencies are raised in detail as follows namely:
Table: Teacher Competencies
NO COMPETENCE SUB COMPETENCY INDICATOR
1 Pedagogic competencies 1.1. Understand students in a. Understand students by utilizing the
include understanding depth principles of cognitive development
students, designing and b. Understand students by utilizing the
implementing learning, principles of personality
evaluating learning c. Identifying the initial learning
outcomes and provisions of students
developing students to 2.2.Designing learning, a. Understanding the foundation of education
actualize their various including understanding the b. Establish learning and learning theories.
potentials educational foundation for c. Determine learning strategies based on
the benefit of learning students' characteristics, competencies to be
achieved and teaching material
d. develop learning plans based on the chosen
strategy
2.3. Carry out learning a. Setting the background (setting) learning
b. Carry out conducive learning
2.4.Design and carry out a. Design and carry out an evaluation
evaluation of learning (assessment) of the learning process and
outcomes on an ongoing basis with various
methods
b. Analyze the results of the evaluation process
and learning outcomes to determine the level of
learning limitations (mastery learning)
c. Utilizing the results of learning assessments to
improve the quality of learning programs in
general
2.5.Develop students to a. Facilitating students to develop various
actualize their various academic potentials
potentials b. Facilitating students to develop various
academic potentials
c. Facilitating students to develop various non-
academic potentials
2 Personality 2.1 A steady and stable a. Acting according to legal norms
Competencies Personal personality b. Act according to social norms
abilities that reflect a c. Proud as a teacher
steady, stable, mature, d. Have consistency in acting according to norms
wise and authoritative 2.2 Mature personality a. Showing independence in acting as an
personality, set an educator
example for students, b. Have a work ethic as a teacher
and have good morals 2.3 Wise personality a. Showing actions based on the benefit of
students, schools and the community
b. Shows openness in thinking and acting
2.4 An authoritative a. Having a behavior that has a positive effect on
personality students
b. Have respectable behavior
2.5 Have good character and a. Acting according to religious norms (faith,
can be an example piety, honesty, sincere, like helping)
b. Having the behavior exemplified by students
759 | P a g e
NOVATEUR PUBLICATIONS
JournalNX- A Multidisciplinary Peer Reviewed Journal
ISSN No: 2581 - 4230
VOLUME 6, ISSUE 6, June -2020
3 Professional 3.1 Mastering scientific a. Understand the teaching material available in
competence is the substances associated with the school curriculum
mastery of extensive studies b. Understanding the structure, concepts and
and in-depth learning methods of science that overshadow or be
material which includes coherent with teaching material
the mastery of c. Understand the relationship of concepts
curriculum material in between related subjects
school subjects and the d. Converting concepts to scientists in everyday
scientific substance that life
houses the material, as 3.2 Mastering the structure Mastering research steps and critical studies to
well as the management and scientific methods deepen the knowledge or material of the field of
of the structure and study
methodology of science.
4 Social Competence is the 4.1.Able to communicate Communicate effectively with students
ability of teachers to and get along effectively
communicate and with students
interact effectively with 4.2 Able to communicate Communicate and get along effectively with
students, education and socialize effectively fellow educators and education personnel
personnel, parents / with fellow educators and
guardians of students, education staff
and surrounding 4.3 Able to communicate Communicate and get along effectively with
communities and socialize effectively parents or guardians of students and
with parents or guardians of surrounding communities
students and surrounding
communities
Source: Directorate of Manpower Directorate General of Higher Education and Directorate of
Professional Educators Directorate General of PMTK Ministry of National Education with Modifications
understanding to students about the breadth
1. Core Competencies and Basic and diversity of information sources that are
Competencies: used as learning resources such as humans,
Teachers according to Mulyasa (2016,71) museums, organizations, print media, electronic
have a very large share in implementing media, libraries and so forth.
curriculum and learning and are very Quantum learning is an interaction that
instrumental in assisting the development of converts energy into light which contains a
students to realize their life goals optimally. In combination of suggestibility, learning
implementing the curriculum, the community acceleration techniques and neoro linguistic
places hope on the teacher because the teacher programs with study concepts such as right
is directly involved in creating learning to form brain, left brain, mid brain, triune brain theory,
Core Competencies and Basic Competencies. modality choice, intelligence theory, holistic
The teacher also facilitates the curriculum and education, learning with experience, learning
learning so that it can be digested by students. with symbols, simulations and games. Quantum
Teachers must organize an interactive, learning includes important aspects in the
inspiring, fun, challenging, motivating learning neuro linguistic program which is a study of
process, providing sufficient space to bring how the brain organizes information, examines
about initiative, creativity, independence of the relationship between language and behavior
talents and interests, physical and psychological that can be used to create effective
development of students. communication links between students with
KI-KD can effectively be done with quantum teacher.
learning developed by Bobbi de porter and Mike There are seven key advantages of quantum
Hernaki (Mulyasa, 2016,77) as a learning learning, namely Life in Integrity, Failure to
approach that offers learning concepts while Bring Success, Talking with Good Intention,
playing. This approach offers that the learning Commitment, Sense of Ownership, Flexible and
process can be done in various ways including Situational and Balance. There are eight
Learning Based on Sources that provide procedures performed in quantum learning,
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