Kamis, 21 Mei 2015
Minggu, 17 Mei 2015
Artikel Thesis for Seminar International
THE EFFECT OF
CERTIFICATION FOR TEACHER AND WORKING MOTIVATION TOWARD THE TEACHER’S
PERFORMANCE
ON KKMI LIMPUNG LESSON YEAR 2014/2015
Mukh. Khusnaini,
S.Pd.I.
NPM. 13510029
Post Graduaten Program
Educational Manajemen
University of PGRI Semarang
Educational Manajemen
University of PGRI Semarang
Abstract. This study is mainly
aimed to analyze 1) The Effect of Certification for Teacher, 2) The Effect of
Working Motivation, 3) The Effect of
Certification For Teacher and Working Motivation toward the Teacher’s
Performance on KKMI Limpung. The hypotheses are (1) The certification of
teacher affects the teacher’s performance, (2) The working motivation affects
the teacher’s performance, (3) The
certification of teacher and working motivation affect the teacher’s
performance. The writer used the correlational quantitative method. The
population is the entire certified teachers from KKMI Limpung; the writer
tested all 45 of them. The writer collected the data using the working performance
questioner (α=0,916), certification for teacher (α=0,901), and working
motivation (α=0,894). The writer analyzed the data using descriptive statistic,
and analyzed the hypothesis using the simple regression equality, multiple
regression by using SPSS 16. Descriptively,
based on the result of this study, shows that the teacher’s certification is included in a good category with
average score 88.96, working motivation is included in a good category with average
score 95.42, and the teacher’s performance is included into a good category also with
average 97.20. The result of the
simple regression equality test shows: 1) The teacher certification
significantly affect the teacher’s performance by 67%, 2) the working
motivation significantly affect the teacher’s performance by 24%. The result of
the multiple regression test shows that the teacher’s certification and working
motivation significantly affect the teacher’s performance by 78,5%.
Abstrak. Penelitian ini
bertujuan untuk mengkaji 1) pengaruh sertifikasi guru, 2) pengaruh motivasi
kerja, dan 3) pengaruh sertifikasi guru dan motivasi kerja terhadap kinerja
guru tingkat KKMI Limpung Kec. Limpung Kab. Batang. Hipotesis penelitian adalah
1) sertifikasi guru berpengaruh terhadap kinerja guru, 2) motivasi kerja
berpengaruh terhadap kinerja guru, 3) sertifikasi guru dan motivasi kerja
secara bersama-sama berpengaruh terhadap kinerja guru. Penelitian menggunakan
metode kuantitatif korelasional. Populasi penelitian adalah semua guru KKMI
Limpung; yang berjumlah 45 orang guru. Data dikumpulkan dengan kuesioner
kinerja guru (α=0,916), sertifikasi guru (α=0,901), motivasi kerja (α=0,894).
Data dianalisis dengan menggunakan statistik deskriptif, dan hipotesis
dianalisis dengan menggunakan persamaan regresi sederhana dan regresi berganda
dengan bantuan SPSS. 16. Secara
deskriptif hasil penelitian menunjukan bahwa sertifikasi guru termasuk dalam
kategori baik dengan skor rata-rata 88.96, motivasi kerja guru termasuk dalam
kategori baik dengan skor rata-rata 95.42, dan kinerja guru termasuk dalam
kategori baik dengan skor rata-rata 97.20. Hasil penelitian persamaan regresi
sederhana menunjukan: 1) sertifikasi guru berpengaruh signifikan terhadap
kinerja guru sebesar 67%, 2) motivasi kerja berpengaruh signifikan terhadap kinerja
guru sebesar 24%. Dari hasil persamaan regresi berganda menunjukan: sertifikasi
guru dan motivasi kerja guru secara bersama-sama berpengaruh signifikan
terhadap kinerja guru sebesar 78,5%.
Key
Word: Teacher’s Certification, Working Motivation, Teacher’s Performance.
INTRODUCTION
Teachers are
professional educators with the primary task of educating, teaching, guiding,
directing, training, assessing, and evaluating students on early childhood education, formal education, basic
education, and secondary education (Law No. 14 of 2005).
National
Education Standards is aimed to ensure the quality of national education in order to educate the
nation as well as to maintain character development in
order to be civilized. In order to achieve these objectives,
the Government set eight standards that must be met to implement education. Those standards include:
content standards, process standards, competency standards, the standards of
teachers and education personnel, facilities and infrastructure standards,
management standards, standards of education financing and assessment standards
(Regulation No. 19 of 2005). One of the standards is considered directly
related to the quality of graduates indicated by the standard of competence of
graduates are educators and education personnel. In order to achieve the
desired quality of graduates, the quality of educators (teachers), and
educators (principals, supervisors, laboratory assistants, librarians,
administrative staff, and messenger) must be improved.
Once issued, and
the passing of Law No. 14 Year 2005 on Teachers and Lecturers, the teachers certification itself became very popular term and become a hot topic among people,
especially in education. It may be because besides being a new phenomenon, the
term is also about the fate and future teachers.
With the
enactment of the legislation, it has three functions. First,
as the juridical basis for teachers from arbitrary actions of the students,
parents and the community. Second, to
increase the professionalism of teachers. Third,
to improve the welfare of teachers. (Muslich 2007: V).
Hope it is soon materialized after
the government issued Permendiknas Number 18 Year 2007 on Certification of
Teacher In Position, May 4, 2007, and the decision of the minister of Determination
No. 057/0/2007 Operator Certification College Teachers In Position, July 13,
2007.
But among
educators, many elements are needed
to pass in order to get the certification end justifies
any means to get certified teachers to get their promising teachers' welfare.
In the experience
of researchers with colleagues teacher Level Working Group on Government
Elementary School (KKMI) Limpung Subdistrict, Batang, researchers still find
teachers who are already certified but the performance is still not up, it is shown by less teachers
prepare lesson plans as much as 40%, also there is still absent teach as much as 10%,
lesson planning has not made routinely 15%, lack of motivation to develop the
teaching skills of 15% (data refer to the appendix). Therefore, researchers
focused to find the factors that influence the performance of the teachers.
Based on the above background that the presence of
the certification program can improve teacher performance, and by looking at
the existing reality causes, the researcher needs to do research on whether there is influence and motivation to work
certification of teachers on teacher performance. The
researcher also wants to see an increase in performance as a result of certified teachers toward teacher working motivation, encourage
researchers to conduct research by lifting the title "Influence of Teacher
Certification and Teacher Work Motivation Against Teacher Performance Level
KKMI Limpung", this is done to prove whether it is true that teacher
certification and motivation have an influence on the performance of teachers
on KKMI Limpung.
Teacher performance.
Wirawan (2009: 5) argues performance is the output generated by functions or
indicators of a job or a profession within a certain time. Mangkunegara (2013:
67) defines the performance is the result of the quality and quantity of work
achieved by an employe in performing their duties in accordance with the
responsibilities given to him. High and low performance of workers is closely
related to the award system applied by the institution or organization where
they work. Improper awarding may affect a person's performance improvement.
Wibowo (2011: 7) provide an explanation of performance is about doing the work
and the results achieved from such work. Notoatmojo (2009: 124) defines the
performance is the result of work that can be displayed or the appearance of
one's work, which performance can be measured from the work, the results of the
task, or the result of activities within a certain time. Supardi (2014: 54) suggests
the performance of the teacher is a teacher's ability to carry out the task of
teaching in schools or madrasah and responsible learners by fostering good
relationships, thus helping to improve the achievement of learners. Performance
also contains the meaning of the work, ability, achievement or encouragement to
carry out a job during the learning activity. Therefore, the performance of
teachers is defined as a condition that indicates the ability of a teacher in
carrying out their duties in schools or madrasah as well as describe the
existence of an act that is displayed in the teacher or for learning activities
that include planning of learning, assessment, do the feedback, and compile
remedial program. Teacher performance can also be shown of how big the required
competencies are met.
Teacher certification. In
the UU RI (No. 14 of 2005), it is explained that the
certification is a process competency test designed to reveal a person's
mastery of competencies as a foundation certification. UU RI (No. 14 of 2005
Article 8), teachers are required to
have academic qualifications, competence, educator certificate, physically and
mentally healthy, and have the ability to achieve national education goals.
Teaching certificate, as in Article 8, is given to teachers who have the requirements.
Yamin (2006: 2) gives the definition of certification which is the process of
certification of educators for teachers and professors or formal evidence
recognition given to teachers and lecturers as professionals. Muslich (2007: 2)
suggests that teacher certification is a necessity future to improve the
quality of teachers' work, answering the globalization of its performance after
certification, pre-empting a decentralized system and certification are
expected to have a major influence for teachers who have been certified. From
the above quotation can be understood that the certification is the process of
awarding certificates to the teacher educators who have met certain
requirements, as well as having the ability to realize the goals of national
education, which is accompanied by an increase in the quality of work and
decent welfare. Payong (2011: 80-84) argues that efforts to improve the
performance of teachers in Indonesia through the teacher certification is the exact opposite of
some antecedent conditions in the world of education that are expected to
motivate teachers for certification.
Work Motivation. Sutrisno
(2011: 109) argues that it is generally interpreted as a requirement motivation
that drives a person to commit acts towards a destination. Motivation is a
factor that encourages a person to perform a certain activity, therefore
motivation is often interpreted also as a driving factor a person's behavior
based on responsibility. Schunk (2010: 4) gives the definition of motivation, “Motivation is a process
rather than a product, as a process. We do not Observe motivation directly but
rather we infer it from the action and verbalization.” Anoraga (2014: 35) defines motivation to work is "something
that raises the spirit or boost employment. Therefore, motivation in
occupational psychology commonly referred morale booster. Strong and weak
motivation to work a labor force also determines the size of his achievements
". Gomes (2003: 177-178) states that "motivation
is defined as goal-directed behavior. It
concerns the level of one exert effort in pursuing a goal it is closely related
to employee satisfaction and job performance." Motivation is defined as behavior that is aimed at the target.
Motivation is closely related to the level of work done by someone in pursuit
of a goal, motivation is closely related to employee satisfaction and job
performance. Robbins and Coulter (2010: 139) defines motivation is the process
where a business person is energized, directed, and sustained towards the
achievement of a goal that is based on the sense of responsibility so that a
person becomes more disciplined in carrying out its work. Robbins (2003: 213)
suggests that motivation as a process that causes the intensity, direction (direction), and a constant effort (persistence) individual progress toward
the achievement of the performance. Intensity indicates how hard a person
tries. But high intensity may not lead to a good performance results, unless
committed in a favorable direction of the organization. Because it must be
considered quality and intensity of effort. Motivation has a dimension of
continues efforts, because motivation is a measure of how long a person can
maintain their businesses. Motivated individual who will serve long enough to
achieve their goals. Gibson (1996: 182) argues that the motivation is not the
only factor affecting performance, but still there are variables such as
effort, ability, and previous work experience. Gibson (1996: 183) argues that
the motivation related to (1) the direction of behavior, (2) the strength of
the response, which is an effort at the time of a worker choosing a course of
action, (3) persistence of behavior or how long someone continuously behave in
certain ways. Gibson (1996: 185) argues that motivation is a concept that is an
explanation to describe impulses arising on or in the one individual that
drives and directs behavior.
METHODS
The researcher uses correlational studies using
quantitative methods with multiple regression analysis using SPSS 16. This
study puts variable teacher certification, teacher work motivation, and teacher
performance as the dependent variable.
The population in
this study are all Islamic Elementary teacher on KKMI Limpung, stems are already
certified as many as 45 people and at the same time as the sample set. Methods
of data collection was obtained from questionnaires.
RESULTS AND DISCUSSION
The Effect of Certification for Teacher (X1) toward
Teacher Performance (Y)
Regression
analysis of X1 (teacher certification) toward Y (teacher
performance), can be described by the following equation: Y = 22 117 + 0.844X, F price of 87.380 with
a significance of 0.000, and R2 = 0.670 or 67%. Thus, the influence
of X1 (teacher certification) toward Y (teacher's performance), by
67%, this as a result of the indicators of teacher certification, while 33% is
probably influenced by other variables not including in this study.
The Effect Working Motivation for Teacher (X2) toward
Teacher Performance (Y)
Regression
analysis X2 (working motivation of teacher) toward Y (teacher
performance), can be described by the following equation: Y = 62 138 + 0.367X, F price of 6.790 with
0.008 significance, and R2 = 0.240 or 24%. Thus, the influence X2
(working motivation of teacher) toward Y (teacher performance), at 24%, this as
a result of the indicators of working motivation of teacher, while 76% is
probably influenced by other variables not including in this study.
The Effect of Certification for Teacher (X1) and Working
Motivation for teacher (X2) toward Teacher Performance (Y)
Results of
multiple regression analysis of X1 (certification for teacher) and X2
(working motivation for teacher) toward Y (teacher performance), can be
described in the following equation: Y = 40.477 + 0.895X1 + 0,240X2,
F price of 45.626 with significance 0,000, and R2 = 0.785 or 78.5%.
Thus, the influence of X1 (certification for teacher) and X2
(working motivation for teacher) toward Y (teacher performance), this resulted to 78.5% as a
result of employment indicators, while 21.5% is probably influenced by variable
others not included in this study.
The Effect of Certification for Teacher (X1) toward
Teacher Performance (Y)
The results shows there is a
significant influence on the performance of the teacher certification. The
findings of this study are consistent with the opinion of Muslich (2007: 2)
Certification of future teachers is a necessity to improve the quality of
teachers' work, answering the globalization of its performance after
certification, pre-empting a decentralized system and certification are
expected to have a major influence for teachers who have been certified. From
the above quotation can be understood that the certification is the process of
awarding certificates to the teacher educators who have met certain
requirements, as well as having the ability to realize the goals of national
education, which is accompanied by an increase in the quality of work and
decent welfare.
The Effect Working Motivation for Teacher (X2) toward
Teacher Performance (Y)
The results shows significant effect of
work motivation of teachers on teacher performance. The findings of this study
are consistent with the opinion of Robbins and Coulter (2010: 139) motivation
is a process where a business person is energized, directed, and sustained
towards the achievement of a goal that is based on the sense of responsibility
so that a person becomes more disciplined in carrying out its work.
The Effect of Certification for Teacher (X1) and Working
Motivation for teacher (X2) toward Teacher Performance (Y)
The results shows significant effect of
teacher certification and motivation of teachers on teacher performance. Based
on the results of significance test multiple R (R2) found that
teacher certification and motivation of teachers working together with the
significant influence the performance of teachers. This is proven acquisition
price amounted to 45.626 F regression when compared to the price of F table at
3.220. This means that F count > F table with a significance value of 0.000.
Thus the significance of test results showed that the theories and research
findings were used as the basis of this study are relevant. After testing the
significance of each coefficient of the regression line through t price of each
independent variable coefficients of the regression line shows prices varied,
although the coefficient of the regression line which amounted to 0.895 X1
and X2 is 0.240. Thus both predictors have a significant
relationship with the variable Y. Based on the findings of the above study, it
is expected for the next researcher can perform different approaches and
methodologies, qualitative or case studies so as to produce a more
comprehensive findings.
CONCLUSION
First, there is a
significant effect of certification for teacher toward teacher performance on
KKMI Limpung by 67%, with the regression equation Y = 22 117 + 0.844X, while
the remaining 33.0% is determined by other factors outside the study. Results
of this study can be fair because the percentage is between the interval 87-93 and 94-100 are
in between 66.3% and 86.2%. If the view of the magnitude of the impact that it
can be the assumption that the teacher in KKMI Limpung has been able to improve
their performance as a result of the certification they follow as the demand to
become professional after certified.
Second, there is
significant effect working motivation for teacher toward teacher performance on
KKMI Limpung by 24%, with the regression equation Y = 62 138 + 0.367X, while
the remaining 76.0% is determined by other factors outside the study. Results
of this study can be said is not good because the percentage is between the
intervals 88-91 and 92-95 are in between 22% and 44.2%. If the view of the
magnitude of the impact that it can be the assumption that the teacher on KKMI
Limpung not yet have a high motivation to improve their performance to the
maximum.
Third, there is a
significant effect of certification for teacher and working motivation for
teachers toward teacher performance on KKMI Limpung by 78.5%, with the
regression equation is Y = 40 477 + 1 + 0.240X 0.895X 2, while the remaining
21.5% is determined by other factors outside the study. Results of this study
can be quite because the percentage is between the interval 96-103 and 104-112
are in between 68.4% and 92.7%.
DAFTAR
PUSTAKA
Anoraga, Panji, 2014. Psikologi Kerja. Cetakan 6. Rineka Cipta,
Jakarta.
Gibson, James. L, Ivancevich,
and Donnelly,
1996. Organizations. Edisi 8. Jakarta.
Gomes,
Faustino Cardoso, 2003. Manajemen Sumber Daya Manusia. C. V. Andi Offset, Yogyakarta.
Mangkunegara,
A. A. Anwar Prabu, 2013. Manajemen Sumber Daya Manusia
Perusahaan. Cetakan ke 12. Remaja Rosdakarya,
Bandung.
Muslich, Masnur
(Ed), 2007. Sertifikasi Guru
Menuju Profesionalisme Pendidik. Bumi Aksara, Jakarta.
Notoatmojo,
Soekidjo, 2009. Pengembangan Sumber Daya Manusia. Cetakan ke 4. Rineka Cipta, Jakarta.
Payong R, Marselus, 2011. Sertifikasi Profesi Guru (Konsep Dasar,
Problematika, dan Implementasinya). PT. Indeks Permata Puri Media,
Jakarta.
Peraturan Pemerintah nomor
19 Tahun 2005 tentang Standar Nasional Pendidikan
PERMENDIKNAS Nomor 10 Tahun 2009
tentang Sertifikasi Guru dalam Jabatan.
Robbin,
Stephen P, 2003. Organizational
Behaviour. Edisi ke 10. Prentice Hall, New Jersey.
Robbins,
Stephen P and Coulter, Marry,
2010. Management. Ten Edition.
Prentice Hall. (alih bahasa Bob Sabran dan Devri Barnadi Putera.
2010. Manajemen. Edisi 10. Penerbit Erlangga,
Jakarta.
Schunk,
Dale H, Pintrich, Paul R, and Meece, Judith L, 2010 Motivation in
Education.
Supardi,
2014. Kinerja Guru. Rajawali Pers, Jakarta.
Sutrisno,
Edy,
2011. Manajemen Sumber Daya Manusia. Kencana Prenada Media Group, Jakarta.
Undang-Undang Republik
Indonesia No 14 Tahun 2005 Guru dan Dosen.
Undang-Undang RI Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional.
Wibowo,
2011. Manajemen Kinerja. Rajawali Pers, Jakarta.
Wirawan,
2009. Evaluasi Kinerja Sumber Daya Manusia.
Salemba Empat,
Jakarta.
Yamin,
Martinis, 2006. Sertifikasi profesi Keguruan di Indonesia. Cetakan ke 1.
Gaung Persada Pers, Jakarta.
Langganan:
Postingan (Atom)