Procedur of Teacher Development:
Case Study on Dinas Pendidikan in Bitung City
Viktory Nicodemus Joufree Rotty, Treesje Katrina Londa, Joulanda Rawis, Mercy Maggy Franky
Rampengan, Jeane Mantiri, Ferol Felly Warouw, and Allen A. Ch. Manongko
Universitas Negeri Manado
Keywords: Teacher, Dinas Pendidikan, Teacher Resource Development
Abstract: The focus of this research emphasizes the development of teacher resources; planning, implementation, and
monitoring & evaluation. (1) Stages of planning: data collection, data analysis, formulation of development
model. The planning stage is democratically done with the bottom up approach. The process of planning has
not involved teachers directly. (2) Implementation starts from socialization to provide information related to
background, purpose, and implementation mechanism. Then facilitation is to form a committee, confirm
data, prepare tools supporting both physical and non-physical, and training to guide and direct. Successful
implementation requires high teacher motivation and availability of time and funds. (3) Monitoring and
evaluation activities are administratively and factually. Implementation of monitoring and evaluation by
internal and External Parties. Monitoring and evaluation success requires adequate implementation quality,
appropriate monitoring and evaluation standards, and a special monitoring and evaluation budget.
1 INTRODUCTION
Education is a conscious and planned effort to create
an atmosphere of learning and learning process so
that learners actively develop their potential to have
spiritual power of religion, self-control, personality,
intelligence, noble character, and skills needed him,
society, nation and state (UU RI No. 20 Tahun
2003).
In order to achieve the goal of national education
that is the intellectual life of the nation and develop
a whole person, it is very necessary the role of
professional educators. Law number 14 of 2005 on
Teachers and Lecturers mandates that teachers are
professional educators with the primary task of
educating, teaching, guiding, directing, training,
assessing and evaluating learners in early childhood
education formal education, basic education and
education Medium. Teachers must have a minimum
undergraduate academic qualification (S-1) or
diploma-four (D-IV), competency (pedagogic,
professional, social, and personality), have educator
certificates, physical and spiritual health, and have
the ability to realize educational goals national. To
that end, the professionalism of teachers is expected
to continue to evolve in accordance with the times,
the development of science and technology, and the
needs of society.
From the meeting of the Minister of Education
and Culture, Anies Baswedan with all heads of
provincial and district / municipal education offices
throughout Indonesia (December 1, 2014).
"Education Indonesia is in a state of
emergency. Based on some data of poor results
achieved education in Indonesia. As many as 75% of
schools in Indonesia do not meet the minimum
educational service standards. The average value of
teacher competence in Indonesia is only 44.5. In
fact, the standard value of teacher competence is 75.
Indonesia is ranked 40th out of 40 countries, on
mapping the quality of education, according to The
Learning Curve. In mapping in the field of higher
education, Indonesia is ranked 49 out of 50 countries
studied. Indonesia's education is ranked 64 out of 65
countries issued by the Program for International
Study Assessment (PISA) in 2012 and is similar to
2000, 2003, 2006 and 2009 data. Indonesia is ranked
103rd in the world, a country whose education is
colored Bribery and illegal charges. In October-
November 2014 the number of violations involving
students inside and outside of school in Indonesia
reached 203 cases.
Rotty, V. and Warouw, F.
Procedur of Teacher Development: Case Study on Dinas Pendidikan in Bitung City.
DOI: 10.5220/0009013504950500
In Proceedings of the 7th Engineering International Conference on Education, Concept and Application on Green Technology (EIC 2018), pages 495-500
ISBN: 978-989-758-411-4
Copyright
c
 2020 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
495

Professor Muhajir Effendy's first message when
Minister of Education and Culture of the Republic of
Indonesia: "Teachers are the key to successor
generation education. Therefore, teachers must be
really competent, competent, and professional in
carrying out the task educate. To that end, teachers
should come from a group of intelligent citizens,
have idealism, wide view, and high dedication. The
government is obliged to develop a conducive and
inspirational working environment for teachers to
develop and develop. During this time teachers
treated the same as the administrative staff in
general. Even worse is the working climate that only
disciplines teachers, frightening with sanctions such
as lifting educational allowances, barriers to
promotion, and so forth, not educating and not
encouraging teachers to move forward. Working
climate like this should be abandoned because it is
only suitable for sugar cane planting and not inviting
the best sons and daughters of the nation to become
a teacher"
In line with the government's policy, through UU
RI No. 14 Tahun 2005 Pasal 7 mandates that the
development of teachers' profession is conducted
through self-development that is democratic, fair,
non-discriminatory and sustainable by upholding
human rights, religious values, cultural values, And
professional code of ethics.And in carrying out the
duties of teachers are required to improve academic
qualifications and competencies in a sustainable
manner along with the development of science,
technology, and art.
Development of teacher resource refers to UU RI
No. 14 Tahun 2005 Tentang Guru dan Dosen pada
Bab VI Pasal 10 ayat 91 states that the development
of teacher resources should refer to 4 (four) teacher
competencies that are implied are pedagogical
competence, personality competence, social
competence, and professional competence. In
conecttion with PP RI No. 19 Tahun 2005 tentang
Standar Pendidikan Nasional Pasal 28 ayat 3 also
mandates the same about the development of
competencies that must be owned by teachers.
The government's efforts to develop teacher
resources from year to year in terms of regulation:
- 2004: declaration of teacher as profession 4
December 2004.
- 2005: the issuance of Law No. 14 of 2005 on
Teachers and Lecturers and the publication of
Government Regulation number 19 of 2005 on
National Education Standards.
- 2006 and 2007: implementation of certification
for quota year 2006-2007.
- 2008: issuance of Government Regulation
number 74 year 2008 and payment of
professional profession allowance for teachers
who have been certified.
- 2009: the issuance of PP number 41 of 2009
regarding professional allowance of teachers
and lecturers, special allowances of teachers and
lecturers, as well as honor benefits of
professors. And the publication of Permenneg
PAN & RB number 16 year 2009 about
functional position of teacher and credit
number.
- 2010: publication of PerMenDiknas number 27
year 2010 about induction program for novice
teacher and publication of Permendiknas
number 35 year 2010 about technical instruction
of functional position of teacher and credit
number.
- 2011: the issuance of regulations with the
Minister of National Education, Minister of
Internal Affairs, Minister of Home Affairs,
Minister of Finance and Minister of Manpower
on the arrangement and equity of civil servant
teachers.
- 2012: teacher selection standard, teacher's
competency level, teacher's PK control system
and PKB support, Pre-certification teacher
certification and PPG, technical guidance for
PK teachers and PKB, and pilot implementation
of PK teachers and PKB.
- 2013: PKB implementation is based on the
teacher's PK results.
- 2014: implementation of teacher PK and PKB
based on the results of teacher's PK.
- 2015: completion of teacher certification in the
position and teacher professional education for
prospective teachers.
- 2016: the appointment of prospective teachers
must be certified.
In realizing the demands of professional skills
teachers are often faced with various problems. The
low quality of teachers is caused by factors that
come from within the teacher itself (internal) and
external factors (external). Internal issues
concerning conservative attitudes of life, low teacher
motivation to develop competence, and lack of
follow the development of science, technology, and
art.While external issues concerning regulation,
education policy, infrastructure, parents, and
community participation.
Internally, there are still many teachers who have
a conservative attitude. Teachers tend to retain the
usual way of doing things from time to time in
carrying out tasks, or wanting to retain the old
EIC 2018 - The 7th Engineering International Conference (EIC), Engineering International Conference on Education, Concept and
Application on Green Technology
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(conservative) way, given the newly perceived way
generally demanding changes in work
patterns. Teachers who still have a conservative
attitude see that such demands are an additional
workload for him. In addition, there are still many
teachers who do not pursue the profession as a
whole. This is because there are teachers who work
outside their working hours to meet their daily
needs, so that the time for reading and writing for
self-development is no longer available. Teachers
are less interested to add insight, not motivated to
improve the quality of self because it is not required
to research as a lecturer in Higher Education.
From the external side, the low professionalism
of teachers is due to inadequate facilities and
infrastructure in supporting the teaching and
learning process. Facilities and infrastructure should
not be sophisticated equipment, should be tailored to
the needs of learning so that it is also useful for
teachers who are conservative. Regulation that is
less favorable to the existence of teachers, rarely
even no legal protection, should regulation motivate
performance rather than hinder quality
improvement. In relation to education policy, the
issue of education and teacher quality is often a
"merchandise" of campaign tools before, while even
completing election celebrations, teachers often
become less qualified because they have to run a
superior policy there is "structured
intervention". Related parents, teachers are often a
victim because it is often accused parents parents
that teachers mistakes when students fail. However,
teachers are often forgotten when students
succeed. In relation to the community including the
media, teachers are difficult to be role models,
teachers are less open in providing information.
In the era of increasingly fierce competition, the
role of teachers in education is becoming
increasingly important in the framework of human
investment, so that every organization including
education requires a productive, creative, innovative
and professional teacher presence. To get the
resources of teachers who really have high integrity
with all their abilities, it is necessary to create
strategic efforts in the development of teacher
resources (Wahyu, 2007: 9).
Teacher resources as a major force must be
utilized productively to achieve the goals education,
teachers as he main determinants in achieving the
success of educational goals are required to be able
to develop.
In some European and Asian countries the
problem of teacher resources is still a problem that is
difficult to overcome because the standart of
professional skills required and required teachers
have not owned teacher as educators, including in
Indonesia and specifically in the province of North
Sulawesi.
Therefore, teacher resources should be developed
and enhanced through an integrated and sustainable
development program. The development of teacher
resources became an important phenomenon to be
proven in this study. Specifically indicators (1) The
development of teacher resources at the Dinas
Pendidikan Kota Bitung have been done but not
through a structured program. (2) the teacher
resource development planning process has not been
clearly defined. (3) there are still many obstacles in
the implementation of teacher resource
development. (4) The monitoring and evaluation
strategy of teacher resource development is not
sufficient. This is the rasionale that makes it
interesting to do research about “Development of
Teacher Resources” (Case Study on Dinas
Pendidikan in Bitung City) with the formulation of
the problem statement: (1) how the planning of
teacher resource development, (2) how the
implementation of teacher resource development, (3)
how the monitoring and evaluation of teacher
resource development.
2 METHOD
This research uses qualitative approach with multi
case study design. The main data collection
techniques are in-depth interview and then
completed with document study techniques/literature
and observation. Data analysis is done while data
collection and after data collected intact. Technical
data analysis is data collection, data simplification,
and data deduction. Check the validity of research
findings through credibility, transferability,
dependability, and confirmability.
3 RESULTS AND DISCUSSION
3.1 Planning of Teacher Resource
Development
1. Stages of teacher resource development
planning are data collection, data analysis, and
formulation of teacher resource development
activities program.
- Data collection: conducted in accordance
with the ability and data collection
procedures of each region to obtain teacher
Procedur of Teacher Development: Case Study on Dinas Pendidikan in Bitung City
497

data, teacher problems, teacher potential, and
teacher needs.
- Analysis: conducted based on the
bureaucratic system of each region by means
of qualitative analysis, quantitative analysis,
and needs analysis to find various possible
problem solving through various teacher
resource development activities program.
- Formulation of programs / activities:
modeling of priority programs for sustainable
development of teacher resources.
2. Stages of teacher resource development
planning are conducted democratically with
bottom-up approach. For the process of data
collection and analysis done by section of
teacher / educator and educational staff or field
of teacher / educator and educational staff or
sub-part of planning. The process of
formulating the program is done in the internal
meeting of the Service.
3. Planning time and budget for teacher resource
development:
- In accordance with the planning time of
APBD
- In accordance with the planning time of the
entire program activities of the Education
Office.
- Based on the legal basis of budgeting.
- Based on budget availability and resources.
4. Teacher resource development planning process
involves teachers through teacher data and
teacher representation. Thus, teachers in this
process are not directly involved.
3.2 Implementation of Teacher
Resource Development
1. Stages of implementation of teacher resource
development are socialization, facilitation, and
training.
2. Types of socialization based on implementation
steps are program socialization, socialization of
activities, and technical socialization.
- Socialization of the program to provide
information to the representatives of teachers
that there is a resource development program
to be undertaken on the basis and purpose
and substance of activities in general.
- Socializing activities is to notify the teacher
directly or through the school about time and
place of execution.
- Technical socialization is to provide
information to teachers prior to
implementation of matters relating to
technical implementation, procedures and
mechanisms of teacher resource development
program implementation.
3. Facilitating the development of teacher
resources is a planning process to be more
effective and efficient. Facilitate the
development of teacher resources through:
- Establishment of the organizing committee.
- Confirmation and validation of teacher data.
- Preparation of supporting tools both physical
and non physical.
4. Training or guidance is conducted in
conjunction with the implementation of
socialization for both the committee and the
teacher in order to adjust and make changes
when encountered errors in the implementation
of teacher resource development.
5. Implementation of teacher resource
development adjusts to the availability of time
and budget. And must begin with the
implementation stage.
3.3 Monitoring and Evaluation of
Teacher Resource Development
1. Monitoring and evaluation of teacher resource
development is done by the method and method
of each region in this case the education office.
2. Parties implementing monitoring and evaluation
of teacher resource development activities shall
be determined by the head of the Dinas by
involving internal and external parties.
3. Monitoring and evaluation of teacher resource
development is done administratively and
factually.
Successful monitoring and evaluation of teacher
resource development depends on the quality of the
monitoring and evaluation team and the monitoring
and evaluation standards used and supported by the
appropriate budget and accountable needs.
4 CONCLUSIONS
1. The pattern of sustainable teacher resource
development in the three Education Offices in
North Sulawesi Province is based on rules and
budgets. The development of teacher resources
is done formally and informally with the
objectives in accordance with the reality of
educational issues and the need to have benefits
for teachers and their performance, for Dinas,
and for society in general.
2. Planning pattern of teacher resource
development with democratic activity planning
EIC 2018 - The 7th Engineering International Conference (EIC), Engineering International Conference on Education, Concept and
Application on Green Technology
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through bottom up approach through data
collection, analysis, and formulation of priority
development program. Time and budget
planning depends on rules, government policies,
and budget availability. But teacher have not
been direcly involved in the planning process.
3. The pattern of implementation of teacher
resource development should be communicated
and should be facilitated by the government.
That is, there neds to be more attention and
additional scpecial budget for the development
of teacher reesource.
4. The pattern of monitoring and evaluation of
teacher resource development is not only
dependent on einternal parties but also external
parties. Therefore, the quality of supervisors
becomes a critical determinant of monitoring
and evaluation success by using clear and
mearable stansards.
4.1 Recommendation
1. For Dinas Pendidikan:
- Pay more attention to the development of
teacher resources and allocate additional
funding specifically for teacher resource
development.
- Empowering and establishing good
cooperation with both private and state
education institutions both domestic and
abroad.
- Invoving teacher direcly in the process of
planning the development of teacher
resources in onder to motivate and shape
teachers’s commitment in developing
themselves.
2. For Teacher:
- Shape and build personal commitment to
self-development.
- Develop themselves independently through
preparing their own time and budget.
3. For other Reseachers
For those who pay attention to this topic. Open
opportunities to develop and explore more
deeply about the development of teacher
resources in the region. Considering the
problem is still actual and interesting to be
studied scientifically and this research is only
concerned with the procedures or stage of
model development of teacher resources. Then,
further research can look from other aspects, of
course, to contribute thoughts and concepts for
the implementation of education and
development in the region.
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Application on Green Technology
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