The Competency of Pedagogic and Professional Mathematics

Teachers Relevant with Curriculum

Ehda Farlina, Wati Susilawati, Asep Jihad and Rahayu Kariadinata

Program Studi Pendidikan Matematika, UIN Sunan Gunung Djati Bandung, Jl. AH. Nasution No. 105, Bandung 40614,

Indonesia

{ehda.farlina, rahayu.kariadinata}@uinsgd.ac.id

Keywords: Pedagogic, Curriculum, Competence.

Abstract: The implementation of the curriculum in schools should be supported by teacher competencies. There are

four competencies that must a teacher have, it should be pedagogic, professional, social, and personality. The

purpose of this study is to determine the relevance of pedagogic competence and professional high school

mathematic teachers with curriculum. The method used is a descriptive-qualitative. The random sampling

technique is used to take a sample of 30 High School. The instruments used were questionnaires, interviews,

and observations. The results of data analysis shown that 1) teacher pedagogic competence in planning,

process, and evaluation is not maximal in accordance with the demand of curriculum, 2) professional

competence of teacher in explanation of concept on some high school level material still difficult enough to

be taught and lesson using technology that has not developed optimally. Based on the results of this study it

can be concluded that pedagogic and professional competencies of high school mathematics teachers are not

in accordance with the expectations and objectives of the curriculum. Teacher is a designer in classroom, who

can make an effort for student.

1 INTRODUCTION

Teachers are a major factor in the educational process

(Ibrahim, 2004; Fasli and Dedi, 2001; Syaiful, 2000).

So is the teacher of mathematics, which is the main

factor and the key to success in learning mathematics.

Regulation of the Minister of National Education No.

16 of 2007 states that teachers must have

competencies such as pedagogical, professional,

personality, and social competence. The competence

of a teacher can determine the quality of education

and the characteristics of a teacher can affect student

achievement (Alqiawi and Ezzeldin, 2015; Renol,

2015). One of the primary keys of effective teachers

is knowing the students and how they learn, as well

as knowing the learning materials and how to teach

them (Celik, 2011). Teachers must understand the

content and context of teaching to help successful

students understand contextual learning (Johnson,

2002).

Leinhard and Smith (1984) mentioned that

teachers should understand the classroom

management system and the subject matter. The

classroom management system is similar to

pedagogic competence. Pedagogic competence is the

ability to manage learning that includes

understanding students, planning, implementation

and evaluation of learning and development of

students to apply various potentials (Inám, 2011).

Minister of National Education Regulation No. 70 of

2013 states that pedagogical competence consists of

understanding the characteristics of students,

mastering the theory of learning, developing curricula

relevant to the subjects, utilizing information and

communication technology, facilitating the

development of students’ potentials, being able to

communicate effectively with students, and

evaluation, performing a reflection action. Akhyak

(2013) asserts that pedagogical competence consists

of lesson plans, processes, assessment and evaluation.

Meanwhile, professional competence is the

teacher's knowledge of the subject matter. A teacher

should pay attention and understand the content

(Good and Bropphy, 1987). Professional competence

is the ability to comprehend the content of learning

materials in depth (Akhyak, 2013). Professional

competence includes: a) mastering learning materials

392

Farlina, E., Susilawati, W., Jihad, A. and Kariadinata, R.

The Competency of Pedagogic and Professional Mathematics Teachers Relevant with Curriculum.

In Proceedings of the 2nd International Conference on Sociology Education (ICSE 2017) - Volume 1 , pages 392-394

ISBN: 978-989-758-316-2

and scientific methodology; b) mastering the

structure and curriculum of learning materials; c)

mastering and utilizing information technology to

improve the quality of learning.

The competencies of a teacher must be in

accordance with the curriculum being used. The

curriculum is a structured sequence to generate

learning outcomes (Johnson, 1969). Law No. 20 of

2003 on the National Education System states that the

curriculum is a set of plans and arrangements

concerning objectives, content, and lesson materials

and ways used as guidelines for the implementation

of learning activities to achieve certain educational

goals.

Based on the above description, a review of the

competence of mathematics teachers especially

pedagogic and professional needs to be studied

whether it is relevant to the curriculum used or not.

2 METHOD

This study used descriptive-qualitative method

involving 30 math teachers from 30 high schools. The

participants were selected using random sampling,

and the instruments were questionnaire, observation

and interview.

There are three pedagogical competency

indicators (Akhyak, 2013) namely planning, process,

and evaluation. Meanwhile, professional competence

is divided into mastery of material, mastery of

structure and material curriculum, and the utilization

of technology.

3 RESULTS AND DISCUSSION

3.1 Pedagogic Competence of

Mathematics Teacher

Based on the results of questionnaires, observations,

and interviews, the pedagogic competence of 30 math

teachers in high schools can be identified as in Table

Table 1: The results of pedagogic competence of

mathematics teacher.

Indicator

Results

Planning

 50% of teachers prepare

lesson plans in mid-

semester

 80% of teachers apply

lecture and discussion

methods

 20% of teachers use

inquiry, problem based

learning, constructivism

Process

 40% of teachers use media

or teaching aids in learning

 40% of teachers cannot pay

attention to the overall

condition of the students

Evaluation

 80% of teachers use

procedural questions in

their tests. The rest uses

contextual questions.

 For students who do not

understand, teachers do

repetition of the material by

providing additional

questions.

The latest curriculum used today requires teachers

to use a scientific approach in learning. The scientific

approach has the learning characteristics of the

student-cantered learning, so the students discover

their own concepts and formulas that will be used.

Based on Table 1, teachers have not prepared the

learning tools before the teaching and learning

activities begin. Sumarno (2014) and Partin (2009)

state that the teacher must arrange learning tools well

so that the learning outcomes were in line with the

expected outcomes. However, teachers still do not

understand the learning tools that are suggested in the

curriculum. The method is still teacher-cantered. In

process indicators, teachers have not used learning

aids. This is because high school math materials are

very difficult to use learning aids. In the evaluation

indicator, teachers are still using procedural problems

so that students have not been able to develop math

skills entirely. From these results, it can be argued

that the pedagogical competence of mathematics

teachers has not been fully in accordance with the

demands of the curriculum used.

3.2 Professional Competence

A description of the results of professional

competence of 30 math teachers at senior high

schools can be seen in table 2.

The Competency of Pedagogic and Professional Mathematics Teachers Relevant with Curriculum

393

Table 2: The results of professional competence among

mathematics teachers.

Indicator

Results

Mastering learning

materials and scientific

methodology

80% of teachers master

learning materials, but

30% still have difficulty in

delivering them.

Mastering the structure

and curriculum of learning

materials

60% of teachers master the

curriculum used. On the

other hand, teachers have

difficulty in meeting the

administrative demands of

the curriculum and

applying contextual

problems in mathematics

learning.

Mastering and utilizing

information technology to

improve the quality of

learning

80% of teachers know the

application or props used

in learning mathematics

but only 20% of teachers

already use information

technology in learning.

Table 2 shows that high school math teachers still

need additional knowledge of interactive learning

models, the way they make contextual questions and

the use of mathematical applications in learning.

Contextual questions are needed because procedural

questions without concepts are just rules that will

bring misunderstandings and make students dislike

mathematics (Van de Walle, 2007).

4 CONCLUSIONS

Competencies that must be possessed by teachers of

mathematics are pedagogic and professional

competence. The pedagogic competencies of the

teacher must be in accordance with the curriculum

used in the school. Professional teacher competence

shows the teacher's ability to master the material

content to be given. Teachers have a major role in

learning. If the pedagogic and professional

competence of teachers is not maximized, then the

ability of students cannot be developed maximally.

ACKNOWLEDGEMENTS

The author would like to thank the Institute of

Research and Community Service (LP2M) UIN

Sunan Gunung Djati Bandung which has provided

financial support to this research.

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