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JPII 6 (1) (2017) 11-15
Jurnal Pendidikan IPA Indonesia
http://journal.unnes.ac.id/index.php/jpii
EFFORTS IN IMPROVING TEACHERS’ COMPETENCIES THROUGH
COLLABORATION BETWEEN TEACHER FORUM ON SUBJECT
MATTER (MGMP) AND PRE-SERVICE TEACHER TRAINING
INSTITUTION (LPTK)
1 1 2 3
A. A. Purwoko *, Y. Andayani , Muntar , I. N. Diartha
1
Natural Science Education Study Program, Graduate Programme, Universitas Mataram, Indonesia
2
Chemistry Education Study Program, Faculty of Teacher Training and Education,
Universitas Mataram, Indonesia
3
SMAN 1 Pemenang, North Lombok Regency, Indonesia
DOI: 10.15294/jpii.v6i1.8858
th th th
Accepted: February 23 2017. Approved: March 23 2017. Published: 30 April 2017
ABSTRACT
The goal of this study is to improve high school chemistry teacher’s competency in terms of classroom instruc-
tion. This goal is achieved through the workshop and continuous assistance activities that enable teachers to
improve their knowledge and skills in developing learning scenarios that reflect scientific methods (brain-based
learning) in the classroom instruction. The effect of teachers’ competence improvement was measured by a sur-
vey of student’s perception on the classroom teaching-learning process, using Likert-scale questionnaire. The first
poll was conducted before the program was started, and the second one was after the program completion. The
first observation shows that only 18% of students perceive that the chemistry learning process in the classroom
are “good,” while the rest (82%) say that it is “fair”. However, the second poll shows that there are 45% of stu-
dents who perceive that the learning process is “good”; interestingly, there are 35%, and 20% of respondents say
“excellent” and “fair,” respectively. Furthermore, data analyses using chi-square test conclude that the continuous
teacher assistance activity significantly improves teachers’ competencies. This article describes detailed of col-
laboration program and the results of improvement of chemistry teachers’ competence in north Lombok regency.
© 2017 Science Education Study Program FMIPA UNNES Semarang
Keywords: teachers’ competences; students’ satisfaction; continuous collaboration; pre-service teacher training insti-
tution; teacher forum on subject matter
INTRODUCTION substance of his/her study field and able to carry
out attracting learning activities for the students
Indonesian Law No. 14 the year 2005 on to trigger their learning spirit and motivation.
Teachers and Lecturers states that teachers are Therefore, there is a close relationship between
professional educators and must have competen- teacher’s competence and student’s learning sa-
cies that include pedagogical competence, profes- tisfaction.
sional competence, personal competence, and so- Until nowadays, student’s learning satisfac-
cial competence. Teacher’s competence is related tion is still being discussed as an important issue
to performing duties as a professional educator. It among various learning problems at school. For
means that a competent teacher is a teacher who example, based on the observations of class ac-
has characteristics such as mastering the scientific tivity, especially chemistry, in numerous schools
shows that there are many students who are not
*Alamat korespondensi: interested / bored / dissatisfied with the learning
E-mail: agus_ap@unram.ac.id
12 A. A. Purwoko, Y. Andayani, Muntar, I. N. Diartha / JPII 6 (1) (2017) 11-15
activities which one of the indications is that they 16/2007 as quoted by Mulyasa (2012) states that
are delighted when the chemistry lesson at a cer- one of the pedagogical sub-competencies is to de-
tain time is canceled for reasons such as teacher termine learning strategies based on the charac-
has a meeting, attends a certain ceremony outside teristics of students, the competence to be achie-
school and so on. ved, and teaching materials. The last mentioned
According to Kotler, as quoted by Isnaini is much related to professional sub-competence.
et al. (2016), there are two indicators of satisfacti- Therefore, it can be concluded that it is necessa-
on: (a) Expectations (related to students’ percep- ry to improve aspects of pedagogical competence
tion regarding what they want to achieve), and and professional competence in order to improve
(b) Performance (related to students’ perception students’ learning satisfaction. This is realized in
of what they have achieved). In the context of the the activities of improving teachers’ competence
partnership activities, the indicator of students’ through a partnership between Chemistry Educa-
satisfaction is the performance of teachers as the tion Study Program of Faculty of Teacher Trai-
students have achieved (get involved) the learning ning and Education of University of Mataram
activities well so that they have built a perception (LPTK) and Teacher Forum on Subject Matter
of the activities. (MGMP) of Chemistry of North Lombok Re-
Numerous empirical studies related to the gency.
relationship between teachers’ competence and
students’ satisfaction have been conducted. Pan- METHODS
jaitan (2013) reported that 53.30% of students’
satisfaction is influenced by the teachers’ compe- This study aims to illustrate the results
tence. Furthermore, Puspayani (2012) found that of collaborative activities between LPTK and
the contribution of professional competence of MGMP of Chemistry and its impact on teachers’
teachers to students’ satisfaction is 39.40%. Other competence improvement, especially related to
studies related to the same issues have also been professional competence and pedagogical com-
reported (Long et al., 2014; Fernandez, 2013; petence. The improvement of teachers’ compe-
Suarman, 2015). At high education level, it has tence is measured by students’ polls regarding the
been reported that lecturers’ competence has po- learning activities of chemistry (learning satisfac-
sitive and significant effects on students’ satisfac- tion) in the classroom.
tion (Sahin, 2014; Seng, 2013; Winahyuningsih The research is conducted in all public
& Edris, 2012; Rahmawati 2013; Lee, 2008; Wu SMA / SMK (9 schools) in North Lombok Re-
et al., 2010). Of course, there are other factors that gency. The activity begins with students’ polling
influence students’ satisfaction in learning that through questionnaires, followed by teachers’
go hand in hand with teachers’ competence fac- assistance in developing lesson plan (learning
tors (Widoyoko and Rinawati, 2012; Asto, 2012; scenarios and supporting instruments) followed
Machali, 2011; Wahjanto, 2007; Sutardi and Su- by practices, and ending with a second students’
giharsono, 2016; Al-Ajami and Soeharto, 2014; polling. The time span between first and second
Pan, 2014). polling is five months. The teacher counseling
It is further known that various strategies program is conducted either face-to-face or onli-
have been used to improve teachers’ competen- ne, in the form of syllabus analysis of chemistry
ce. For example, Winarsih & Mulyani (2012) re- subject matter; in particular looking at Basic
ported that pedagogical competence, professional Competencies (KD) relevant to Core Competen-
competence, social competence, and personal cies 3 and 4, which are further developed into
competence could be improved through lesson learning scenarios and supporting media (prac-
study. Similarly, workshops and mentoring in the tical / demonstration instructions, student dis-
PPG program (Professional Teacher Education cussion sheets, project implementation manuals,
Program) are able to improve the pedagogical etc.). The lesson plan describes student learning
competence of prospective teachers (Anwar, et activities employing inquiry and discovery mo-
al., 2012). In addition, the model of lesson study dels that incorporate a scientific approach. At the
is also used to improve the performance and level end of the advisory phase, learning activities in
of future teacher students’ satisfaction (Sumarti, each class were conducted using the lesson plan
et al., 2015). the teacher had arranged.
From the above description, it can be The respondents are 524 students from 17
summarized that to improve students’ learning classes (first poll) and 647 students from 20 clas-
satisfaction, a teacher must have good competen- ses (second poll). Meanwhile, the numbers of
cies. Ministry of national education’s regulation chemistry teachers involved in this research are
A. A. Purwoko, Y. Andayani, Muntar, I. N. Diartha / JPII 6 (1) (2017) 11-15
13
14 people from 9 public SMA / SMK in north “fair” or that they felt “less satisfied” with the
Lombok regency. The results of the polls are then chemistry learning activity they had.
tabulated in the form of contingency tables that
include the frequency of occurrence (observed Table 1. The frequency of occurrence (observed
frequency) and estimated expected frequency. frequency) and estimated expected of students’
The difference between the frequency of occur- poll about chemistry learning activities at school
rence and the estimated expected frequency is Before the After the
then analyzed by chi-square test to see the effect Category Program Program
of the partnership program on teachers’ compe- Very Good 0 (3,22) 7 (3,78)
tence.
Good 3 (5,51) 9 (6,49)
RESULTS AND DISCUSSION Fair 14 (8,27) 4 (9,73)
Improving teachers’ competence, which Poor 0 (0) 0 (0)
is the objective of this program, was dug out **The numbers in parentheses indicate the esti-
through students’ polls about their learning acti- mated expected frequency
vities in chemistry class. The meaning of “imp-
roving competence” is measured by analyzing The result of the preliminary survey indi-
the difference of the first poll results (before the cates that the level of students’ learning satisfac-
implementation of partnership program), and the tion is still low. Therefore, it is necessary to make
result of the second poll (after the implementati- efforts to improve the performance of chemistry
on of the program). teachers in north Lombok regency. In this case,
Questionnaires used to collect poll data the teachers need training in pedagogical com-
consist of 19 questions with four answer choices. petence as well as professional competence (un-
The options are (a) agree, (b) tend to agree, (c) derstanding the basic concepts of chemistry).
tend to disagree, and (d) disagree. The statement Strategies to improve teacher competence should
points in the questionnaire are positive statements be planned with few “disruption” to the teach-
interspersed with negative statements. Every se- ing implementation and learning activities in
ven positive statements are followed by a negative schools. The implementation of learning activi-
one. It is planned to avoid the boredom of respon- ties in the classroom is the first priority task of
dents in filling in the questionnaire and keep their teachers to do.
concentration in reading and understanding the By considering “the disturbance,” the
statement points. research team did a mentoring to teachers con-
Each respondent’s answer is given a score tinuously for approximately five months (one
and then summed to obtain the total score of each semester). Teacher’s assistance programs are in-
questionnaire. The 19 statement points will be ge- tended to improve teachers’ knowledge and skills
nerated a minimum score of 19, and the maxi- in planning learning scenarios and putting them
mum score 76. The range between minimum sco- into practice in the classroom. As the mento-
re and the maximum score is then grouped into ring activities need to involve teachers from nine
four categories. They are (a) very good, (b) good, schools, the research team teamed up with teach-
(c) fair, and (d) poor. Furthermore, the total score ers’ forum (MGMP) in north Lombok regency as
of each class (obtained from the sum of each res- partners. Assistance is conducted by face-to-face
pondent scores of each class) is calculated to find and non-face-to-face or online (facilitation via
the average score and categorized. This category electronic mail).
is considered as the result of students’ polling in The mentoring begins with a discussion in-
each class (the frequency of occurrence or obser- volving all the teachers at the MGMP meeting.
ved frequency). The results of the students’ poll From the discussion, the team acquired a pictu-
are shown in Table 1. re of the difficulties or obstacles of teachers in
As shown in Table 1 above, there are only implementing teaching plan in schools that rela-
3 out of 17 classes in the first poll (or 18%) sur- ted to the lack of learning facilities and infrastruc-
veyed stated that the chemistry learning activity ture, the teachers’ administration duties, etc. In
was “good.” It implies that 18% of students sta- addition, an agreement was achieved to develop
ted that chemistry teachers “succeed” in teaching learning scenarios derived from basic competen-
them as indicated by their satisfaction in learning ce (KD) in the syllabus of Chemistry Lesson of
chemistry at school. However, it should be noted MIPA (Mathematic and Natural Science) specia-
that students in 14 other classes (or 82%) stated lization. The compiled scenarios are selected in
14 A. A. Purwoko, Y. Andayani, Muntar, I. N. Diartha / JPII 6 (1) (2017) 11-15
accordance with the basic competence to be de- 1). Thus, teacher assistance activity has success-
livered in each class, either basic competence for fully: (a) reduced the number of students’ unsa-
class X, class XI, or class XII. In the discussion tisfaction to chemistry learning from 14 classes to
activities, the development principles of learning 4 classes, (b) increased students’ satisfaction from
scenarios that utilize the scientific method are 0 to 7 classes which express very satisfied, and (c)
also discussed. These principles are to be put into increased the number of satisfied students from 4
operation in the students’ class activities plan. classes to 9 classes.
The final session of the meeting is used to Furthermore, the influence of this partner-
practice the design of teaching materials, such as ship program on teachers’ competence is quan-
practical instructions, students’ discussion sheets, titatively calculated from the contingency table
and instruction of learning manuals outside the analysis (Table 1) by chi-square test comparing
class and so on. Teaching materials finalizing the difference between the frequency of occur-
activity is conducted after the MGMP meeting rence (f ) and estimated expected frequency by
ij
which includes e-mail and face-to-face meetings using formula V . It is obtained a V of 14,00
hit hit
2
at schools (small-scale meetings involving 2-3 with χ and d = (4-1)(2-1) = 3 is 11,345 with
tabel f
schools only; these meetings were held in three significant level α = 0,01. Thus, it has been statis-
areas). Lastly, these final teaching materials are tically proven that there is a relationship between
implemented in each classroom that involve te- the partnership program and teachers’ competen-
achers’ colleagues in the school as observers who ce meaning that teacher assistance program to de-
record and pay attention to students’ learning ac- velop lesson plan is able to significantly improve
tivities (lesson study model). Classroom observa- teachers’ competence (pedagogical and professio-
tion results were used for learning reflection in nal).The enhance teacher’s competence may also
each school. be seen from the products of learning scenarios
During teacher assistance activity it is prepared by the teacher who will have practice in
found that, generally speaking, the teachers: (a) class. In such scenarios, the student’s activity is
are not yet accustomed to preparing the lesson obviously described that encloses steps of scien-
plan independently, (b) are less able to analyze tific methods such as observing, measuring and
the contents of basic competence (KD), and (c) collecting data, analyzing data and making infe-
carry out the learning activities based on the ma- rences. To design such scenarios, it is necessary to
terials in certain chapter of a chemistry textbook. adequately master the basic concepts of science
The last mentioned results in that teachers experi- (professional competence) and to find creative
ence the materials to be taught are very inflexible. and interesting strategies that match to the local
It seems that they have a perception that all ma- condition (pedagogical competence). Finally, the
terial descriptions of a chapter should be taught implications of improving teacher’s competence
in the classroom. Of course, this kind of learning are increasing students’ satisfaction in learning
is content-oriented and emphasizes more on exp- chemistry. It means that students become more
lanations / lectures, classical questions and ans- interested and more passionate in keeping to the
wers, and problem exercises. learning activities in chemistry class.
Content-oriented learning results in the
higher burden of teachers who feel rigid and CONCLUSION
students are less interested in chemistry lessons
ending in their unsatisfaction with the learning The partnership program between MGMP
activities in the class. The results of the first stu- (Teacher Forum) and LPTK (Pre-service Teacher
dents’ poll and of the discussions at the MGMP Training Institution) is able to improve the profes-
meeting provides evidence supporting this condi- sional competence and pedagogical competence
tion which reports that 82% of the students were of chemistry teachers in north Lombok regency.
unsatisfied with chemistry lessons at school and This conclusion is derived from the teachers’ abi-
the teachers say that the subject is very inflexible. lity in developing learning scenarios oriented to
Teacher assistance activity in developing students’ learning activities based on principles
learning scenarios has successfully changed the of scientific methods. Thus, the learning activities
conditions of the learning activities of chemistry become more attractive for the students as they
to betterment. It can be seen in the results of a se- engage in class activities. The impact is students’
cond students’ poll which report 7 out of 20 clas- satisfaction in keeping to the learning activities
ses (35%) state the learning activity in chemistry increased significantly at the end of the program
class is excellent, and 9 classes (45%) state good, than before the program implemented. The statis-
whereas only 5 classes (20%) state fair (see table tical test of the students’ poll results confidently
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