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learning and learning process so that learners actively
develop their potential to possess spiritual, self-
controlling, personality, intelligence, character and
skills needed by themselves, society, nation and state
(Sisdiknas No.20: 2003). Furthermore, mathematics
subject is one of the lowest score or the highest
numbers of exam failure rate among the national
exam subject. While this subject is the basic skill for
mastering other subjects in order to take a part in
advancements in technology.
As a country want to improve education quality,
the role of teachers is notable as they directly shape
and direct the students as the candidate leaders in the
future to spearhead education. As the enforcement of
the MEA in Indonesia, the role of the teachers is more
challenging that they should be able to compete
internationally in the way of teaching professionally
and bear students with good competencies and able to
compete in MEA. In addition increasing teacher
competency and improving the quality of graduates
are effort that must be spurred after ASEAN countries
sign a free trade agreement known as the MEA. In
facing these challenges it is necessary to know the
level of competence that the teacher has in order to
compete.
Therefore, it is very interesting to unserstand the
mapping of teacher participation and teacher
competency improvement strategies. In this regard,
we would like to examine further the extent to which
the role of teachers in improving their competence
and efforts to be able to compete globally. This
mapping is expected to be a foundation to determine
the planning and stabilization of education
especifically in learning mathematics and to concieve
teachers understanding toward MEA. Thus study was
done entitled " Mapping The Perception, Attitude,
and Roles of Mathematics Teacher’s in Banda Aceh
Dealing with Competition of ASEAN Economic
Community (MEA)".
2 LITERATURE REVIEW
2.1 Understanding the Quality of
Education
According to Suryosubroto B (2009), the general
sense of quality implies the degree of the superiority
of a product in the form of goods or services, both
tangible and intangible. In the context of education,
the definition of quality in this case refers to the
educational process and educational outcomes. In
specific, Prof. Dr. Djaali (2008) states that the quality
measures of education are (1) the competence of
graduates expressed with the achievement of essential
basic essential competencies; (2) the quality of the
learning process in the classroom and the education
process in the school. Therefore, from these above
opinions, it can be concluded that the quality of
education is the highest value of input, process,
output and outcomes, in relation to the fulfillment of
national education standards. In addition, the quality
of education is measured through evaluation,
accreditation and certification.
2.2 Quality Education Mapping
Djam'an (2009) states that quality mapping is a series
of activities to find out the conditions and situations
that describe the education quality standard of
Education National Standard (SNP) conducted by
education units, organizations, local government and
central government for a certain period of time. The
quality of education in Indonesia is judged by the
performance of educational unit on National
Education Standards. So, the mapping of the quality
of education is a series of activities to find out the
conditions and situations that describe the
performance of the educational unit of the SNP within
a period determined by the education units, education
providers, local government and government to
produce a quality map of education. Generally, the
quality map of education is prepared to be used as
baseline data on the real condition of the fulfillment
and achievement of the 8 SNPs and the indicators that
will enable stakeholders to develop program planning
and quality improvement of budgeting to have the
objectives, scope, objectives, targets, and clear stages.
2.3 High School Teacher Competencies
Teachers for high schools such as SMA/ MA, or any
other equivalent forms, must have a minimum
qualification of Diploma- four years or undergraduate
(S1) program in the major subject teaching and
obtained from an accredited institution. The teacher's
competency standard in this research is based on the
Regulation of the Minister of National Education of
the Republic of Indonesia Number 12 Year 2007 on
Standards of School Supervisors/ Madrasah, the
competence of high school and madrasah teachers.
3 RESEARCH METHODOLOGY
This study used an empirical approach that to
understand the knowledge obtained from the
observation of the certain phenomenon that occurs in
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