The Effect of Teacher Certification on Teaching Ability in Indonesian

Language Subjects in Elementary Schools

Deddy Sofyan, Endry Boerieswati, Moch. Asmawi, Vina Iasha

Universitas Negeri Jakarta, Jakarta, Indonesia

vina.iasha@gmail.com

Keywords: Teacher Certification, Teaching Ability, Elementary Schools

Abstract: This study aims to find out whether there is an influence of teacher certification on the ability to teach

Indonesian language subjects in elementary schools. The approach used is a quantitative approach with

survey methods (correlational studies) that describe the variables studied, while investigating the influence

between variables. The selection of this sample is determined based on consideration of the distance of the

research location to the domicile of the researcher. The sample that was the target of this research was 100

elementary school teachers. The results of this study indicate that there is a significant influence between

Teacher Certification on teaching ability in Indonesian Language subjects in Elementary school

1 INTRODUCTION

In the implementation of teacher certification it is

stated that teacher in office must go through several

components that must be met such as; test academic

qualifications, education and research, learning

experience, design of learning implementation,

assessment from superiors or supervisors, academic

achievement, work on professional development,

participation in scientific forums, organizational and

educational experience, and relevant awards in

accordance with the education sector. All of these

components become a prerequisite for a teacher to

obtain a due diligence and professionalism for each

teacher (Kurniawan, 2011).

According to Friedrichsen (2009)

Professionalism of a teacher is an inseparable part of

the education system. It can even be said, it is an

absolute requirement in realizing quality education.

With teacher's professionalism, the education system

can work well in students have character, dignity,

and noble character (Biesta, 2015). Ignoring the

professionalism of a teacher in an effort to build an

education system and achieve character education

goals, arguably is a futile job. because teachers the

main source of information in educational

institutions. In addition, the teacher also spearheaded

the transformation of knowledge for students. For

this reason, the professionalism of a teacher

becomes something that cannot be ignored

(Densmore, 2018).

Professionalism itself comes from the word

profession, which means a field of work that

someone wants or is engaged in. In addition, the

profession is also defined as a certain position or

occupation that requires special knowledge and

skills obtained from intensive academic education

(Mausethagen & Smeby, 2016). According to Ozga

& Lawn, (2017) professional teachers are teachers

who are able to manage themselves in carrying out

their daily tasks. Professionalization here is seen as a

process that moves from ignorance to knowing, from

immaturity to maturity, from being directed by

others (other directedness) to directing oneself

(Sanaky, 2005).

Whereas according to Supriadi, (2009)

professional teachers will be reflected in the

implementation of service assignments that are

characterized by expertise in both material and

methods. Professional teachers should be able to

carry out their responsibilities as teachers, students,

parents, society, nation, State and Religion (Sneyers,

Jacobs & Struyf, 2016). Professional teachers have

personal, social, intellectual, moral and spiritual

responsibilities.

To bear the title ‘professional’, a teacher

certainly cannot be arbitrary. He must have certain

competencies as required. In accordance with the

provisions of the Teacher and Lecturer Law and

592

Sofyan, D., Boerieswati, E., Asmawi, M. and Iasha, V.

The Effect of Teacher Certiﬁcation on Teaching Ability in Indonesian Language Subjects in Elementary Schools.

DOI: 10.5220/0009034205920596

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 592-596

ISBN: 978-989-758-405-3

Government Regulation No. 19 (MoNE, 2005) that

states teacher competencies include personal,

pedagogical, professional and social competencies.

In addition to the four competencies mentioned by

Moore & Clarke (2016), the attitude of a

professional teacher is demanded with a number of

minimum requirements, including: having adequate

quality of professional education, having scientific

competence in accordance with the field he is

engaged in, having good communication skills with

children students, have a creative and productive

spirit, have a work ethic and a high commitment to

the profession, and always carry out self-

development continuously (continuous

improvement) through professional organizations,

the internet, books, seminars and the like. Speaking

of teaching, the teaching style of a teacher is

different from the others during the teaching and

learning process even though it has the same

purpose: conveying knowledge, shaping students'

attitudes, and making students skilled in their work.

The ability to teach also reflects the personality

of the teacher self and is difficult to change because

it has become a trait since childhood or from birth.

Thus, the ability to teach becomes an important

factor in determining the success of student

achievement. Nairz-Wirth & Feldmann (2019)

claimed that The ability to teach is a basic skill in

teachers when the learning process is both curricular

and psychological. Curricular teaching abilities are

tailored to the objectives and characteristics of

certain subjects. Whereas psychological teaching

styles are tailored to student motivation, classroom

management, and evaluation of teaching and

learning outcomes (Gibson, Cumming, & Zollo,

(2017). So, it can be concluded that teaching is an

effort to provide direction, guidance, and stimulation

to students in order to achieve learning goals and

improve learning outcomes.

In the effort of increasing the professionalism of

teachers in formal schools in particular, the

government always strives to improve teacher

quality through varios programs to improve and

develop professionalism, one of which is by

participating in teacher certification. Most of the

teachers who teach in the Elementary School Bogor

have taken certification. Some passed and some

others have not passed the certification. Thus, the

teaching abilities of certified and non-certified

teachers can be observed. The certification followed

by elementary school teachers in the city of Bogor

was carried out through portfolio and teacher

education and professional training (PLPG)

(Directorate General of GTK, 2017). In Period 2006-

2015, Bogor elementary school teachers who passed

the teacher certification reached 2319 teachers, 1975

of them were Civil Servant Teachers private school

(Directorate General of GTK, 2017). data from the

Directorate General of GTK in 2017),illustrates that

with the majority of teachers who have been

certified, there is an increase in teachers’ teaching

skills and it also provides evidence that they are

appropriate and suitable to teach, The measure of the

teacher's teaching ability assessment in principle, the

teacher must have teaching preparation, among

others the teacher must master the material and

choose the right method and in accordance with the

learning material being taught (Widoyoko, 2009).

Teacher certification is essential to improve teacher

quality so as to bring improvements in the quality of

education and improvement of teacher quality in

delivering learning material to students by

developing the potential of their teaching skills

(Kartowagiran, 2011). In the process of obtaining an

educator certificate (certification), the teacher is

equipped to become a professional teacher, one of

which is a teacher must have teaching skills

(Wardoyo & Herdiani, 2017).

Teachers in learning are the spearhead in

implementing quality learning (Sumantri,

Prayuningtyas, Rachmadtullah, & Magdalena,

,2018). Teachers face directly with students in the

class through the teaching-learning process.

According to research conducted by Professor John

Hattie from the University of Auckland, the

dominant factor that determines student achievement

is influenced by teacher factors of 30%, 49% of

students' characters, and 21% of others (Hurriyati,

2017). The research shows the correlation between

teacher's ability to educational outcomes. Some of

the facts that the average ability of prospective

teachers based on the ability to answer test questions

for prospective teachers is still below 50%, which is

only 44%. The lowest ability is in physics and

mathematics competencies which only reach 33%

and 46%. In addition, the average ability

pedagogical average based on teacher competency

test in 2015 was 56.69% (Hurriyati, 2017). The low

competency of prospective teachers in Indonesia and

the impact on graduates produced if students are

educated by teachers with less competence. Even

though according to Campbell (2019) teachers are

very important in learning because they include non-

social factors that can cause problems in learning. In

fact the average teacher in Indonesia has not been

able to create an effective learning.

The Effect of Teacher Certiﬁcation on Teaching Ability in Indonesian Language Subjects in Elementary Schools

593

2 METHOD

The approach used is a quantitative approach, with

survey methods, (correlational studies) that

describes the variables studied, while investigating

the influence between variables. This research is to

find out whether there is an effect of teacher

certification on teaching ability in Indonesian

language subjects in elementary schools. The

selection of this sample is determined based on

consideration of the distance of the research location

to the domicile of the researchers. The sample that

was the target of this research was 100 elementary

school teachers.

Inferential Analysis presents three things, namely

correlation test, simple correlation, and significance

test. Correlation Analysis is used to find out how

closely the relationship between the independent

variable and the dependent variable. Regression

analysis is used to estimate the value of the variable

the ability to teach based on the value of variable x,

teacher certification and estimated changes in y for

each unit of change in variable x. Testing the

hypothesis in this study is held by conducting a t-test

by looking for the magnitude of the t-count that will

be compared with t-table. The coefficient of

determination to state the size of the contribution of

independent variables to the dependent variable.

3 RESULT

The study conducted to find out how much influence

the dependent variable has on the independent.

Before testing the hypothesis, the data of this study

were tested for normality with the aim of seeing

whether each variable was normally distributed or

not. The following are the results of the normality

test in this study

Table 1: Normality Test of the One-Sample Kolmogorov-

Smirnov Test

Test

Statistic

Asymp.

Sig.

teacher certification

.183

100

,105

Teaching Ability

.150

100

,200

Based on the results of the normality test,

significance value is > 0.05. This shows that the data

of this study are normally distributed. Furthermore,

the hypothesis test in this study is to see whether

variable X has a role on variable Y. In this case the

researcher wants to see the Effect of Teacher

Certification on teaching ability in Indonesian

Language subjects in Elementary School.

Hypothesis testing is done by simple regression

analysis. Based on the results of these tests the

following results are obtained.

Table 2: Variable Regression Test Teacher Certification of

teaching ability in Indonesian Language subjects in

elementary schools

R Square

Sig

Regression

Equation

,120

13.305

,000

Y= 62.152–

0,309X

The results of the calculations carried out, Show

the Influence of Teacher Certification on teaching

ability in Indonesian Language subjects in Primary

Schools (F = 13.305, p = 0,000). Therefore the

research hypothesis is accepted. Besides that, it is

known that the determination coefficient value is 0,

120. The magnitude of the coefficient of

determination shows the role magnitude in percent,

which is 12.0%. So it can be concluded that the

effect of teacher certification on teaching ability in

Indonesian language subjects in elementary schools

is 12.0%, of which 88% are influenced by other

factors. Furthermore, the above table also a linear

equation Y = 62,152– 0,309X. This means that with

every addition of 1 value to Teacher Certification,

the value of performance will decrease by 0.309.

4 DISCUSSION

Based on the results of this study it was found that

there was a positive influence between Teacher

Certification on teaching ability In Indonesian

Language subjects in Elementary Schools. This was

due to the improvement of teacher quality through

this certification program as an effort to improve the

quality of education. The rationale is that if good

teacher competencies are followed by good welfare,

it is expected that the performance is also good. If

the performance is also good, the teaching and

learning activities are also good. Good teaching and

learning activities are expected to produce

highquality education.

The findings of this study are in line with the

results of the research conducted by Suardi & Yusuf

(2017) who argued that the impact of certification

for teachers can improve the quality of teacher

teaching and in accordance Zaeni, Abdullah & Egar

(2017) who found that teachers who have

competence as educators and already have

certification haves a positive impact on learning and

ICELS 2019 - International Conference on Education, Language, and Society

594

teaching activities. The level of social teacher is also

better, the teacher is also motivated to continue to

maintain the quality of the learning he does.

5 CONCLUSION

Teacher certification is a breakthrough in the world

of education to improve the quality and

professionalism of a teacher, so that in the future all

teachers must have a certificate as a teaching license

or permission. This certification program is a breath

of fresh air for teachers, because besides being able

to improve the quality of Indonesian education they

also get their rights as professional workers,

including improving their welfare. Nevertheless,

teachers are also required to fulfill their obligations

as professional workers. Furthermore, the existence

of teacher certification will automatically increase

the motivation of teachers in scientific work

activities. Teacher's activeness in scientific work like

this is expected to improve the teacher's self-

development. The teacher certification program

turned out to have a positive impact on the

performance of teachers who had received educator

certificates. There is an increase in aspects of work

discipline and academic administrative discipline.

ACKNOWLEDGEMENTS

The author is grateful to all parties who have helped

in the completion of this research starting from the

pre-observation stage, the literature search of the

school where the research was conducted. GP3

Postgraduate of the Universitas Negeri Jakarta.

Indonesia, who has provided guidance to the author

for the publication of the research report

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