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

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%.

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