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Advances in Social Science, Education and Humanities Research, volume 611
International Conference on Educational Studies in Mathematics (ICoESM 2021)
Evaluation of Teacher’s Competencies and Its Effect
on Mathematics Learning in 21st Century
1,* 2 3
Mafidapuspadina Mafidapuspadina , Djadir Djadir , Nurwati Djam’an
1
Mathematics Education Postgraduate Program, Universitas Negeri Makassar, Makassar, Indonesia
2
Universitas Negeri Makassar, Indonesia.
3
Universitas Negeri Makassar, Indonesia
*Corresponding author. Email: puspadina21@gmail.com
ABSTRACT
The era of the industrial revolution has consciously changed the perspective of education. Teachers are required
to have high competence for producing students who can answer the challenges of the 4.0 era and equip students
with 21st-century skills, namely the ability to think critically and solve problems. This study aims to describe the
evaluation of teachers' competencies and their effect on mathematics learning in the 21st century. The approach
of study is a quantitative descriptive approach. The population was all mathematics teachers at SMAN in Palopo.
The total was 32 teachers. The sample selection was made by purposive sampling of as many as 15 teachers. Data
collection techniques used a questionnaire. The data analysis technique used descriptive statistical analysis with
percentages. The results showed that the pedagogic competence of mathematics subject teachers was a very good
category with a percentage of 53%, personality competence was a very good category with a percentage of 93%,
social competence was a good category with a percentage of 87%, and professional competence was a good
category with 80% percentage. The evaluation of teachers' competencies was possible for teachers who have
performance below of minimum standard to reflect and improve their performance so that it affects 21st-century
mathematics learning, especially for teachers' competencies and student skills.
Keywords: Teacher’s Competencies, Mathematics Learning, 21st century.
1. INTRODUCTION information and communication technology [4]. Later,
the US-based Apollo Education Group identified 10
Our current education is busy preparing a generation skills needed to face the 21st century, i.e., critical
that can survive in the competition of the 4.0 industrial thinking skills, communication, leadership,
era because educational institutions are required to be collaboration, adaptability, productivity and
able to have teachers who have high competence and accountability, innovation, global citizenship, the ability
have soft skills and can equip students with the skills to access, analyze, and synthesize information. This is in
needed in the 21st century [1]. The 21st-century line with the Partnership for 21st Century Skills,
competency learning objectives have become an essential emphasizing that 21st-century learning should teach 4
topic of discussion around the world [2]. Many research competencies, namely communication, collaboration,
findings reveal important reasons for focusing on 21st- critical thinking, and creativity [5].
century competencies. So based on some of these views, it is stated that
The important skills in the 21st century are still critical thinking skills or abilities become a necessity and
relevant to the four pillars of life, which include learning need to be developed for every individual who lives and
to know, learning to do, learning to be, and learning to competes in various aspects of the 21st century. Many
live together. Each of these four principles contains studies concluded that mathematics has a potential role in
specific skills needed to be empowered in learning developing critical thinking skills. In this regard, the
activities, such as critical thinking skills, problem- mathematic teacher has a strategic role in helping their
solving, and other skills [3]. students to develop their critical thinking skills. Teachers
According to Frydenberg &Andone, in the 21st should be able to provide opportunities for students to
century, everyone should have critical thinking skills, understand concepts and make justifications in the
knowledge and capabilities of digital literacy, learning process, not just to learn that trains students to
information literacy, media literacy, and mastering apply formulas and steps in mathematics subjects [6]; of
Copyright © 2021 The Authors. Published by Atlantis Press SARL.
This is an open access article distributed under the CC BY-NC 4.0 license -http://creativecommons.org/licenses/by-nc/4.0/. 19
Advances in Social Science, Education and Humanities Research, volume 611
course, this phenomenon requires a medium and evaluated and assessed periodically to determine the
infrastructure to improve the quality of teacher's learning. condition of teacher's performance or competence to
The development of competencies known as 21st- improve if there is an unsatisfaction in their performance,
century skills is gaining a lot of attention as a medium to especially for mathematics teachers in Palopo City.
improve the quality of learning. However, the main Research on teacher competence and performance is
challenge in realizing desired improvements is the lack beneficial to maintain or strengthen teacher competence
of context-specific understanding of teaching practices and performance and positively influences the learning
and meaningful ways to support professional process. Moreover, most students are so afraid of a
development [7]. Educators are expected to be able to mathematics teacher and think that mathematics is
manage to learn so that students have 21st-century complicated so that students do not have the motivation
competencies. This happens because a student's success to learn. Therefore, in addition to pedagogic and
depends on their 21st-century competence [8]. professional competencies that need to be developed,
Competence in Bahasa Indonesia is an absorption personality competencies and social competencies are
word from English; competence means proficiency and two of the main avenues teachers need to cross to bring
ability. Competence is a collection of knowledge, students closer to mathematics [15].
behavior, and skills that a teacher must possess to achieve Based on the description above, the author is
the learning and education goals [9]. interested in discussing more deeply "Evaluating teacher
Competency (Nessipbayeva, 2012) is essential to an competencies and their effects on mathematics learning
educator’s pursuit of excellence. Teachers need a wide in the 21st century" from the background of the existing
range of competencies to face the complex challenges of problems, the authors then formulate several issues,
today's world [10]. Furthermore, teacher competence is including: (1) How is the competence of mathematics
one factor that influences the achievement of learning teachers in SMAN throughout Palopo City based on
and educational objectives in schools. Teacher Academic Qualification and Teacher Competency
competence is influenced by educational background Standards?; (2) What are the effects of teacher
factors, teaching experience, and length of teaching. competence on mathematics learning in the 21st century?
Teacher competence is considered important as a
selection tool in accepting prospective teachers and 2. LITERATURE REVIEW
tracking teacher development. In addition, it is also
essential concerning teaching and learning activities and 2.1 Evaluation of Teacher’s Competencies
student learning outcomes [11].
Furthermore, Law No. 14 on Teachers and Lecturers 2.1.1. Evaluation
Chapter 1 of Article 10 explained that competence is a set
of knowledge, skills, and behaviors that must be The purpose of evaluation in the context of learning
possessed, lived, and mastered by teachers or lecturers in is to develop understanding carried out by educators. The
carrying out professional duties [12]. learning evaluation objectives are learning activities that
The progress of education today cannot be include teaching objectives, dynamic elements of
separated from the role of teachers. The central figures in education, implementation of learning, and curriculum
the educational process (Nessipbayeva, 2012) are [16].
teachers. The success of training and education depends In the evaluation of learning, several procedures must
on their preparation, audition, and performance quality be followed to achieve the evaluation objectives. That
[13]. Therefore, teachers must have competencies that starts from preparing a design containing the background
are in accordance with national education standards. of the review, problems, and the purpose of evaluation.
Based on the regulation of the Minister of National Then data were collected by questionnaires, interviews,
Education of the Republic of Indonesia Number 16 of observations, and case studies. After data collection, data
2007 concerning Academic Qualification Standards and analysis was carried out individually, and in groups, then
Teacher Competencies, it is explained that teacher the last was the written out reports [17].
competency standards are developed as a whole from 4 2.1.2. Teacher’s Competencies
main competencies, namely pedagogic, personality,
social, and professional competencies [14]. These four As one of the components in the learning process, the
competencies are holistic, meaning that teachers are not teacher plays a role in developing human resources
only required to have one or several of these business potential. In this framework, teachers teach as a
competencies but teachers are required to have all these transfer of knowledge process and as value transfer
four competencies. educators and mentors who guide along with students'
learning process.
Harianto, a high school mathematics teacher in Palopo One of the requirements to become a teacher is to
City, stated that teacher competence needs to be have competence. Competence is an ability that demands
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Advances in Social Science, Education and Humanities Research, volume 611
responsibility and must be possessed as a professional euphoria, we need to prevent learners from
teacher [18]. According to Law Number 14 concerning misinformation, easily consumed hoax news, and lack of
Teachers and Lecturers, Chapter 1 Article 10 explained conscientious action. This can train the generation to be
that competence is a set of knowledge, skills, and critical and conscientious from an early age. [27].
behaviors that teachers or lecturers must possess, Few studies concluded that mathematics has a
internalize, and control in carrying out their professional potential role in developing critical thinking skills. In this
duties [20]. regard, the mathematic teacher has a potential role in
So based on the definitions above, it can be concluded developing their student's critical thinking skills.
that competence is an ability and responsibility that must Teachers should provide opportunities for students to
be had as a professional teacher. understand concepts and make justifications in the
Professional teachers have a set of competencies learning process, not just to learn that trains students to
(knowledge, skills, and behaviors) that must be apply formulas and steps in math subjects. [28].
possessed, internalized, and controlled by teachers in Mathematics is the most basic provision for students
carrying out their professional duties. Competencies that in improving the ability to think logically, critically,
teachers must own based on law number 14 years 2005 practically, systematically, analytically, and creatively.
concerning teachers and lecturers in chapter IV Article These six thinking abilities are essential components of
10 paragraph 91), which states that teacher competence 21st-century skills, namely critical thinking, creative
includes pedagogic competence, personality competence, thinking, communication, and collaboration [29].
social competence, and professional competence Considering the skills needed in the 21st century, it is
obtained through professional education [21]. relevant to possess these competencies, especially in
Pedagogic complexity is the ability to process mathematics teachers as learning managers. These
students, which includes an understanding of learners competencies are integrated into pedagogic
[22], Personal competencies related to the readiness and competencies, personality competencies, social
willingness of teachers of various issues related to their competencies, and professional competencies.
duties and professions, Social competencies include the 2.3 Teacher‘s Competency Indicators
ability of teachers in multiple skills/behaviors, such as
teaching skills, guiding, assessing, using teaching aids, Indicators of teacher’s competencies in this study are
associating or communicating with students, skills to pedagogic, personality, social, and professional
maintain student's learning enthusiasm, skills to organize competencies. The following table describes teacher
the preparation/teaching planning, skills to carry out competency indicators.
administrative classes, and others [23] as well as
professional competencies as the ability to master Table 1. Teacher‘s Competency Indicators
learning materials broadly and sincerely [ 24]. No. Indicator Sub Indicator
st 1 Pedagogic a. Mastering understanding
2.2 Mathematics Learning on 21 Century Competencies insight or educational
Effective learning will achieve if the teacher reminds foundation
students of the material before the material is presented. b. Mastering the
Thus the learning objectives are expected to be understanding for
completed. Teachers in the learning process of the students
industrial revolution 4.0 era act as facilitators and c. Curriculum Improvement
motivators. Teachers in learning resources use digital d. Learning design
technology and online media as an effort to activate e. Implementation of
students. Teachers can connect teaching materials with educational and
students' real experiences so that students are helped in dialogical learning
understanding learning materials [25]. f. Assessment and
Partnership for 21st Century Skills emphasizes that evaluation
21st-century learning should teach 4 competencies: g. Student’s potential
communication, collaboration, critical thinking, and development
creativity. [26] In addition, the important skills of the 21st 2 Personality a. Act according to religious
century that are very relevant to the orientation of Competencies norms (Steady, Stable,
learning in Indonesia are critical thinking and problem- Mature, Wise,
solving. Critical thinking is a skill that students need to authoritative, and noble)
deal with the complexity and ambiguity of enormous b. Show an good personality
information. Students need to be analytical thinking, model for students and
comparing various conditions, and drawing conclusions the community
to solve problems. This is important because, as c. Evaluate self-
developing countries still experiencing technological performance
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Advances in Social Science, Education and Humanities Research, volume 611
d. Develop theirself programs on formal and non-formal pathways for all
continuously levels, units, and types of education [30]. In this study, an
evaluation was carried out to determine teachers'
competence in high schools throughout Palopo City.
3 Social a. Communicating spoken The indicators can be seen in Table 1. Teacher
Competencies dan written competency data were obtained from research
b. Using communication questionnaires totaling 15 questionnaires given to 15
and information mathematics teachers, with 4 indicators and 27
technology functionally statements. To describe the results of this study, a
c. Associating effectively category of scoring scores was created. The research
with students, fellow scores were grouped based on the percentage value
educators, educational obtained from Penilaian Acuan Norma (PAN) processing
staff, student's with scale [31]. The criteria are as follows:
parents/guardians Mi + 1,8 SDi ≤ X : Excellent
4 Professional a. Mastering concepts,
Competencies structures, and Mi + 0,6 SDi < X ≤ Mi + 1,8 SDi : Good
scientific/technology/art Mi – 0,6 SDi < X ≤ Mi + 1,8 SDi : Average
methods that are coherent
with teaching materials Mi – 1,8 SDi < X ≤ Mi – 0,6 SDi : Poor
b. Mastering the teaching X ≤ Mi – 0,6 Sdi : Terrible
materials in the school
curriculum/concept Teacher competence in mathematics learning is an
relationships between ability shown by teachers in carrying out their duties or
related subjects work as an educator in mathematics learning whose
c. Implementing scientific results can be used as a reference for developing teacher
concepts in daily life performance and as a further performance improvement
consisting of 4 competencies, namely pedagogic,
3. RESEARCH METHOD personality, social, and professional.
This study used a quantitative descriptive approach. 4.1 Pedagogic Competencies
The research population is all mathematics teachers at The pedagogic competence of mathematics teachers
several high schools in Palopo, totaling 32 teachers. The can be categorized as very good because the majority
sample selection was made by purposive sampling as gave a self-assessment in the very good category as many
many as 15 mathematics teachers with Civil Servants as 8 teachers (53%).
status. The following populations and samples in this 0% Pedagogic Competencies
study can be seen in the following table: Sangat Baik
Table 2 Research Population 0% 0% baik
47% 53% cukup baik
Research Subjek kurang baik
No Name of School Mathematics Teachers tidak baik
1 SMA Negeri 1 Palopo 4
2 SMA Negeri 2 Palopo 3 Figure 1 Diagram of Pedagogic Competencies
3 SMA Negeri 3 Palopo 3 4.2 Personality Competencies
4 SMA Negeri 4 Palopo 2
5 SMA Negeri 5 Palopo 1 The personality competence of mathematics teachers
6 SMA Negeri 6 Palopo 2 can be categorized as very good because the majority
Jumlah 15 gave a self-assessment in the very good category as many
as 14 teachers (93%).
Next, the data collection technique in this study is
using a questionnaire. Data analysis techniques use Kompetensi Kepribadian
descriptive statistical analysis with percentages. 7% 0% 0% 0% Sangat Baik
Baik
4. RESULT AND DISCUSSION 93% Cukup Baik
Kurang Baik
The evaluation was conducted in controlling the Tidak Baik
quality of education nationally as a form of
accountability of education providers. Evaluation is Figure 2 Diagram of Personality Competencies
carried out on students, institutions, and educational
22
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