Teacher Competence: The Implementation of Scientific Approach in

Civic Education Learning

Muhammad Japar, Dini Nur Fadhillah

Universitas Negeri Jakarta, Jakarta, Indonesia

Keywords: Teacher Competence, Scientific Approach, Civic Education

Abstract: The purpose of this paper is to describe teacher competence to implementation of scientific approach in civic

education learning. As we know scientific approach is one of learning method in the learning process that

integrates the science skills of finding out the facts and knowledge associated with the learning materials. The

method used explorative research that is adapted to the purpose and condition of the actual research. The data

collected with competence profile of civic education teachers in applying scientific approach through teacher

competence from 30 civic education teachers in Junior High School, DKI Jakarta. The objectives of this study

are identified the competence and skill of civic education teacher in civic education learning through scientific

approach, developing learning design, subtract the obstacle civic education through scientific approach and

process scientific approach. The research shows most of civic education teacher good in teaching through

scientific approach. This paper created teacher competency profile in applying scientific approach can use in

civic education learning.

1 INTRODUCTION

The Teachers as the front guard in the process of

education and learning are at a decisive moment.

Teachers are required to have various competencies

to support the success of the learning process. The

Teacher competence that there are at least four that is

professional competence, pedagogic, social and

personality. These articles are original reports about

civic education teacher competence in

implementation of scientific approach in learning

process. The curriculum has functions and roles that

are very important and strategic. Although not the

only major factor in the success of the educational

process, the curriculum becomes a guide and

direction towards the success of education. The

curriculum is a guide for education practitioners-

educators, personnel educational-to develop his

creativity and abilities within develop and describe

various learning materials and tools. Therefore, good

educators and education personnel are capable

understand the curriculum and implement it in the

learning process. Indonesia, they have a regulation

about four types of teacher competence (Pahrudin,

Martono and Murtini, 2016). Based on the law no.19

of 2005 on national education standards, teacher

competence such as pedagogical, personality,

professional and social competence. The research

focused on the competence or skill significant a more

or less consistent ability to realise the particular sorts

of purpose to achieve desired outcomes. Meanwhile,

the competence is composed of skills, knowledge,

and attitude, but in the different particular the

consistent of competence are skills, knowledge, and

attitude to the performance of standard required of

teacher (Sofo, 1999). In other words teacher

competence not only contains knowledge, skills and

attitudes, but the important thing is the application of

the necessary knowledge, skills, and attitudes in the

job. Apparently in other regulation no. 14 of 2005

about teachers and lecturers, the teacher competence

expressed pedagogic competence is one of the ability

to manage learners. Mention of Department of

National education about the teacher competence is

one of learning management. This competence shown

from the ability to organize the learning program, the

ability can be interact or manage the learning process

and the ability to make an assessment. Competence of

lesson plans.

Based on depdiknas proposed the competence of

the preparation of the lesson plan include (1) able to

describe the purpose, (2) able to choose the material,

(3) able to organize the material, (4) able to determine

114

Japar, M. and Fadhillah, D.

Teacher Competence: The Implementation of Scientiﬁc Approach in Civic Education Learning.

DOI: 10.5220/0008408601140120

In Proceedings of the 2nd International Conference on Learning Innovation (ICLI 2018), pages 114-120

ISBN: 978-989-758-391-9

the learning method / strategy, (5) / media / learning

aids, (6) able to develop assessment tools, (7) able to

determine assessment techniques, and (8) able to

allocate time. Based on the above description,

planning a learning program is a projection of

teachers on activities to be done during the learning

students, which include: formulating objectives,

describing the description of the unit discussed,

designing learning activities, choosing various media

and learning resources, and planning assessment of

mastery goals. Implementing the learning process is

the stage of implementation of programs that have

been prepared. In this activity, the ability that is

demanded is the activeness of teachers to create and

grow student learning activities in accordance with

the plans that have been prepared. Teachers should be

able to make decisions on the basis of appropriate

assessments, whether learning activities are adequate,

whether the method is changed, whether past

activities need to be repeated, when students have not

been able to achieve learning objectives. At this stage

in addition to the knowledge of learning theory,

knowledge of students, skills and learning techniques

are needed, for example: teaching principles, the use

of teaching aids, the use of teaching methods, and the

skills of assessing student learning outcomes. The

requirements of ability that must be possessed by

teachers in implementing the learning process include

the ability: (1) using learning method, instructional

media, and training materials according to the lesson

objectives, (2) demonstrating the mastery of subjects

and equipment teaching, (3) communicating with

students, (4) demonstrating various teaching

methods, and (5) conducting evaluation in the

learning process. The implementation of the learning

process regarding the management of learning, in

conveying the subject matter should be done in a

planned and systematic, so that the purpose of

teaching can be mastered by students effectively and

efficiently. The capabilities teachers must possess in

conducting learning activities are seen in identifying

the characteristics and abilities of the students, then

diagnosing, assessing and responding to any changes

in student behaviour.

As we know Depdiknas suggests the competence

of conducting the learning process are including the

opening lessons, teacher should present the material,

after that using media and methods, and then using

props. In the class teacher should have to

communicative language, motivate students, organize

student’s activities, and build the interaction with

students communicatively. To end the class teacher

should have to summarize lessons, give the feedback,

conduct judgments, and use time effectively. Thus, it

can be said that carrying out the learning process is an

activity where the on-going relationship between

humans, with the aim of helping the development and

help the involvement of students in learning.

Basically implementing the learning process is to

create an environment and atmosphere that can lead

to changes in cognitive structure of students. Based

on the description pedagogic competence was

reflected from the indicators such as the ability to

plan the learning program, to carry out the interaction

or manage the learning process, and conduct the

assessment. The teacher should have remember there

are personality competence to shown their ability like

steady personality, morality, wise, and authoritative

and become the example of learners. This personality

competence as a personal competence, the personal

ability of a teacher needed to be a good teacher. This

personal competence includes personal abilities

related to self-understanding, self- acceptance, self-

direction, and self-realization. The opinion of the

Asian Institute for Teacher Education, raising

personal competence includes (1) knowledge of

social and religious customs, (2) knowledge of

culture and tradition, (3) knowledge of the core of

democracy, (4) knowledge of aesthetics, (5) having

social appreciation and awareness, (6) having right

attitude toward knowledge and work, (7) faithful to

human dignity and prestige. The ability of mastery of

subject matter widely and deeply. Effective teachers

are teachers who are able to bring their students

successfully to achieve the goals of teaching.

Teaching in front of a class is an embodiment of

interaction in the communication process. the

teacher's social competence is reflected through the

indicators (1) the teacher's interaction with the

students, (2) the teacher's interaction with the

principal, (3) the teacher's interaction with co-

workers, (4) teacher interaction with the student's

parents, and (5) . Research focused on the effect of

pedagogic competency, personality, professional and

social competency teacher to study achievement of

economic lesson in state senior high school of

east Lombok district academic year 2015/2016. In

that research, teacher competence gave effect to

economic class but the researcher didn’t shown how

to teacher give the lesson. And then contribution of

competence teacher (pedagogical, personality,

professional competence and social) on the

performance of learning. As we know the role of

teacher competence in Indonesia education.

Meanwhile research is teacher’s pedagogical and

professional competences in CLIL- Based primary

school in Indonesia context. Based on that research

shown just only focused on pedagogical and

Teacher Competence: The Implementation of Scientiﬁc Approach in Civic Education Learning

115

professional competence. Therefore, in this research

shown something new because it looks at the teacher

competence in implementation learning approach by

scientific approach. Then use scientific approach for

civic education learning. Why Indonesian students

should learn Civic education? As we know, Indonesia

has regulation no.20 of 2003 chapter 3 focused on

National Education System that national education

functions to develop the ability and form the character

and civilization of a dignified nation. To be a good

citizenship, Indonesian government through

education should give civic education to development

a potential learners to become a human who believes

on God, has a good character, knowledgeable,

creative, independent and democratic and responsible

citizen. So that’s the reason Indonesian people got

civic education since in primary school.

(David, 2003) Citizenship or civics education is

one of construed broadly to encompass the

preparation of the next generation for their roles and

responsibilities as citizens and then the role in that

preparatory process of education (through schooling,

teaching, and learning). Therefore the main

orientation of the school should be community

development. The improvement of student

progressiveness, a scientific approach to learning in

civic education is required. Because in this research,

focuses of Civic Education on the formation of

people who understand and have a good character,

good intelligent, good skills and characteristic as

practiced through Pancasila and the 1945

Constitution. Scientific approaches usual for

scientific research but in this research, teacher

competence shows how teacher implementation it in

civic education learning. Based on Education

ministry Indonesia no.68 of 2013 about the basic

framework and curriculum structure in Junior High

School, the new curriculum should include scientific

approach to make student think high levels. The

reality of teachers is still used to a very effective

approach to a process that is very effective, fun and

challenging as well as for students. Therefore, this

research is conducted to describe the implementation,

which must be done in the context of Civic Education.

Based on (Nurdin, 2015) research is focused on

policies in Civic Education to developing national

character in Indonesia and then the urgency of Civic

Education in Indonesia (Sirajuddin, 2012). That can

be implementation of values education on Pancasila

and Civic Education subjects (Harisnawati and

Vovriyenti, 2016). This research choose Scientific

approach to be learning method because it makes

learning more active and not boring, after that

students can construct knowledge and skills through

the facts found in field investigations for learning. It

will be help teacher and student to pursuit the result

of learning process. In addition to this scientific-

based learning approach, students are encouraged to

be more capable of observing, asking, reasoning

and communicating or presenting the things learned

from natural phenomena or direct experience

(kemendikbud,2013:212). The first time scientific

method was introduced through the science of

education in America in the 19th century, as an

emphasis on formalistic laboratory methods leading

to scientific facts (Rohandi, 22005).

(Keyes, 2010) wrote about teaching the scientific

method in the social sciences. That research focused

on the scientific method refers to the top

investigative techniques about phenomenon or un

phenomenon, new knowledge, and integrate the

previous problem to fix it. We can called scientific,

the method of search (method of inquiry) and then

based on the evidence of observation, empirical, and

measurable with specific principles of reasoning.

Therefore Scientific methods generally contain a

series of gathering activities data through observation

or experiment, process information or data, analyse,

then formulate, and test the hypothesis. Research

about the scientific approach-based cooperative

learning tool for Vocational student’s vocation

program of auto-tronic (Automotive electronic)

engineering. That it’s shown scientific approach usual

to use in science. But, (Keyes, 2010) showed different

perspective that is the scientific method in the social

science. Implementation of scientific approach based

learning shows teacher can designing scientific

learning assessment (Wahyono, 2017). The scientific

method refers to investigative techniques on some or

more phenomena or symptoms, acquires new

knowledge, or corrects and integrates prior

knowledge. To be scientific, the method of inquiry

should be based on the evidence of observable,

empirical, and measurable objects with specific

principles of reasoning. Therefore, the scientific

method generally contains a series of data

collection activities through observation or

experiment, process information or data, analyse,

then formulate, and test the hypothesis. This study

uses piglet theory in which learning is related to the

formation and development of schemes. The scheme

is a mental structure or cognitive structure by which

a person intellectually adapts and coordinates the

surrounding environment. In the below we can see

scientific approach step showed in Figure 1.

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Figure 1: Diagram of scientific approach step (Kemendikbud (2013) and Hosnan (2014).

From Figure 1, there are seven steps in observing

process such as determining the object to be

observant, determining the purpose, determining

the way of observation, limiting the object, doing

observation carefully, reporting the results of

observation and comprehending the result. After

observing, questioning is to raise skills of students in

talking, asking question and the other can answer

logically. And then questioning useful to encourage

students’ participation in discussing, arguing, and

developing the ability. The last is questioning to think

and draw conclusions and to build an attitude of

openness to give and receive opinions or ideas. In

scientific approach experimenting is important to

grouping students into several groups. Asking

students to discuss, recording the finding, supervising

the learning process to ensure that all learners are

actively involved in the discussion and directing the

group that need help. Associating process of

analysing the information to other information and to

find the patterns of interrelationship of the

information so that one can make conclusion from the

patterns found. The last step of scientific approach is

communication. This step to asking the students to

read their work in the class. Asking each group to

listen well and provide additional input with regard to

the work of each group. Communicating giving

explanation after the group discussion ended, and

structuring tasks and providing opportunities to the

students demonstrate attitude, skills and

understanding of the substance of learning given.

2 METHOD

The exploratory research itself has the purpose of

digging extensively about causes or things that affect

the occurrence of something (Arikunto, 2006). So

descriptive explorative method is research with

problem solving that is explored extensively about

causes or things affect the occurrence of something

based on the facts that occurred in field. This study

observed the civic education teacher in Jakarta. The

reason of this paper observed junior high school in

Jakarta, because teacher already use scientific

approach for students. Teachers observed 30 people.

The focus of this research is teacher competence in

applying scientific approach in civic education

subject. According to (Arikunto, 2006) the meaning

of "data source is the subject of which is submitted to

the respondent who can be done on a regular basis

written or oral of an object, process something and

data source from documents or notes of the problem

object ". In this research the source data obtained

from two sources namely primary data and secondary

data. Primary data is data obtained from respondents

directly or from first hands which are opinions of a

subjective nature of respondents in the form of

personal perception but the existing data has not been

processed. In research using primary data of

researcher using informant has been selected by

using, interviewing and related observations with

research. The interview will be done to teachers who

have been observed and have the best competence.

Secondary data is objective data that has been tested

and measured usually already processed by a third

party and can be found in monographs, data region,

the data in the previous research findings that become

the reference research, in the form of information or

written information related to the object research in

the form of records, official archives and documents

contains information related to data obtained in the

field.

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117

Figure 2: Teacher competence in applying scientific approach.

3 RESULT AND DISCUSSION

Based on the finding in the class teacher one is still

not optimal in carrying out the scientific approach,

especially in the observing step that is the teacher is

still stuck on the old way that start the learning by

delivering the material. Then, in the communication

step (communicating) the teacher does not do

anything when the students do the discussion in the

classroom. The second teacher shows deliver the

teaching materials well so the students come to

observe. The motivation given by the second teacher

made the students eager in asking questions. So

students are also active in gathering information and

invite students to discuss the results of information

gathering. Teachers also provide facilities to students

to deliver the results of his work. The fourth teacher

has another way to applying scientific approach. In

the observing step on the students' activities it is said

that the students are made a group that should be

given the opportunity to observe the things teachers

have prepared. In the communication step activities

teachers should listen to the things that students

submit, provide reinforcement when necessary and

guide students in drawing conclusions. The Fifth

teacher displaying images / videos / movies related to

basic competencies. Invite students to read the

material in civic education book. Teachers provide

opportunities for students to observe events /

symptoms in the family, school, and community.

From the results of observation showed in Figure

2, researchers found 28 of 30 civic education teachers

have conducted observation procedures in applying

scientific approach. Then 27 of 30 teachers do

questioning by providing an opportunity to learners to

ask the presented impressions. And 25 of 30 civic

education teachers Facilitate learners to explore as

much information as possible with questions to find

answers using various learning resources. However,

facilitating learners to discuss the group by

determining the similarity of perceptions to the

essential questions according to the group to be

discussed together until the conclusion is still not

done teacher civic education. This is because each

student has a different reasoning level. Even so the

teacher is very good in communicating to students. So

students become comfortable in the learning process.

Based on interviews with teachers, they found

obstacles in applying a scientific approach that the

scientific approach should take a long time, the

teacher assumes that the application of scientific it

takes a long time means it is not easy to manage the

limited time to follow the 5 steps of the scientific

approach. Lack of teacher creativity in managing

learning is also a constraint; it is due to lack of

available learning resources in schools. Insufficient

facilities and infrastructure such as LCDs are

available in every class. This is exacerbated also by

the teacher's understanding of the 2013 curriculum

that is still low Sources or tools used in the learning

process is not sufficient, the ability of students in

obtaining information is not the same. Lack of

supporting facilities such as: internet network,

relevant books, LCD and speakers in the room, it is

difficult to stimulate students to be active, media

facilities that are less supportive, it costs more.

From the aspect of students sometimes there are

student questions that are not in accordance with the

basic competencies and indicators that exist, the

ability of students in communicating not the same, the

lack of early knowledge of students, students who are

difficult to work together in the process of learning

using scientific approach, for example in forming

working groups rely on as well as slow in learning,

preparation should be ripe and long. Apart from these

obstacles, the teacher argues that in principle the

scientific approach is not something new. Teachers

are aware of the scientific learning steps they have

taken, the difference being that these steps must now

be planned in writing. Based on the regulation

Education and Culture Ministry in Indonesia no.14 of

2014 learning in secondary education has stipulated

that learning activities need to use the following

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principles such as the learners are facilitated to find

out the object lesson, the learners learn from various

learning sources, the learning process uses a

scientific approach, Competency-based learning.

That regulation seems like the teacher competence of

30 teachers who teach in civic education learning.

That integrated learning to give the lessons that

emphasize divergent answers that have

multidimensional truths. Teacher improved the

balance between good communication and active

students in the class. After that civic education is

learning that prioritizes the culture and empowerment

of learners as lifelong learners. This learning was

applied values by giving exemplars (ing ngarso sung

tulodo), building willingness (ing madyo mangun

karso), and developing the creativity of learners in the

learning process (tut wuri handayani) such as Ki

Hajar Dewantara (The first ministry of Education in

Indonesia and founder of Taman Siswa) quotes.

These principles must be executed by teachers in the

implementation of learning. It’s shown through civic

education teacher in 30 junior high school in Jakarta.

Thus it is expected that learning can take place

actively, innovatively, effectively and fun.

The scientific method is highly relevant to the

three learning theories of Bruner's theory, Piaget's

theory and Vygotsky Theory. Because the theory of

learning Bruner is also called the theory of learning

about discovery. Bruner's Learning Theory (Carin

and Sund, 1975) has four related subjects. First, the

individual only learns and develops his mind when he

uses his mind. Secondly, by performing cognitive

processes in the process of discovery, the student will

acquire intellectual sensation and satisfaction which

is an intrinsic reward. Third, the way that one can

learn the techniques of discovery is that he has the

opportunity to make discoveries. And fourth, by

making the discovery will strengthen the retention of

memory. For that civic education teachers try to apply

the scientific approach necessary in learning civic

education learning. The scientific approach in

learning consists of five steps: observing, asking,

gathering information / trying, reasoning /

associating, and communicating. The observing

description is observing with the senses (reading,

listening, listening, seeing, and watching and so on

with or without a tool. This observing step for the

teacher is a new habit because of the teacher's old

habits is to initiate learning by explaining the

deductive concept usually starting from the

definition. Impressed in the verbalistic presentation.

This leads to civic education learning is not fun. At

this step observe the teachers and students become

active. Master is more active in preparing the material

to be observed; the students more use the senses to

observe the learning resources provided by the

teacher. This step will build a synergy between

learners and teachers because the material to be

observed can be prepared in a structured manner by

the teachers and learners. Thus the source of learning

is no longer concentrated in the teacher but can be

obtained from the cooperation of teachers and

learners. Teachers and learners can use miscellaneous

source of study ar. What should be noted is that if the

source is given to the learner to look for it then the

teacher should provide the source address so that

avoidable negative impacts from online source

tracking. Here the ability to choose the source of

learning becomes important. The questionnaire

description is to create and ask questions, Questions

and Answers, discuss about unknown information,

additional information you want to know or as a

clarification. This step is also not new, which means

that ordinary teachers allow students to ask questions,

or the teacher asks students early, mid or at the end of

the lesson.

Indeed, many teachers complain that students are

now lazy to ask, after being examined it turns out the

habit of asking in this lesson has not been properly

managed. Learning has not stimulated students to ask

questions. By asking this step is expected to grow

curiosity, high interest in reading and thus students

will be diligent to ask the teachers and other students.

Teacher will continue to improve his ability because

he will face students who are diligent in asking. The

ability to ask students can be realized when the

learning interaction takes place egalitarian. There is a

spirit of mutual respect between teachers and

learners. An egalitarian teacher can usually run good

communication so that learners will not hesitate to

ask questions. In other words educational interaction

that takes place in the classroom will improve the

ability to ask questions for learners. In this step

teachers and learners simultaneously will continue to

learn so that the quality of learning will continue to

increase. The description of gathering information /

trying is to explore, try, discuss, demonstrate, imitate

forms / moves, conduct experiments, read sources

other than textbooks, collect data from resource

persons through questionnaires, interviews, and

modify / add / develop. Steps to collect this

information have been done in the students do the task

independently and structured tasks in each learning.

This step finds momentum in the current Internet era.

All information is available on the internet so students

and teachers are easy to get unlimited learning

resources. At the same time teachers can teach

students to be able to select and sort out the necessary

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119

information in learning. Description of reasoning /

association is to process the collected information,

analyse the data in the form of categories, associate

or relate the phenomena / related information in order

to find a pattern, and conclude. This step builds

students' thinking ability to process information that

is scattered into information that is easy to understand

and useful in learning. The communicating

description is to present the report in the form of a

chart, diagram, or graph; prepare a written report; and

present the report covering the process, results and

conclusions orally. This step is an accumulation of the

various competencies of writing, reading, speaking,

and listening presented with the method of

presentation. According to (Carin and Sund, 1975) in

the learning process touch the three domains of

attitude, knowledge and skills. Scientific-based

learning process in the areas of the attitude of being

motivated so that students "know why". The skill

domain has a "know how" substance. The realm of

knowledge has the substance of "know how". The end

result is an increase and a balance between the ability

to have soft skill and hard skill. Based on data

conducted and concept by (Hosnan, 2014), most of

teacher shown determining the object to be observed

for the student.

4 CONCLUSION

Based on the results of research on the competence of

civic education teachers in applying the scientific

approach can be drawn conclusion as follows: First,

the overall civic education teacher observed has been

able to carry out a scientific approach. Scientific

learning steps have been implemented in accordance

with the conditions of the class, students and each

school. It shows the competence of civic education

teacher in DKI Jakarta in carrying out scientific

approach can be said well. Second, in the two learning

steps that observe and communicate there are some

teachers who are still in the old mind-set of starting

learning with lectures, explaining the definitions and

tend to verbalisation. In communicating there are

some teachers who consider that the step is

entirely the role of the student so as to forget

the strengthening of the teacher. Based on the results

of the research it can be recommended several things

as follows: First, teachers must continue to improve

their competence either through training that can be

followed or by reading many books related to

learning methodology and material books related to

the material discussed. In addition it must also

improve the capabilities in information technology

that is much needed in this era. Secondly, the

principal should continue to build the school as a

learning community so that the school creates an

atmosphere conducive to learning both for teachers

and for students. The principal should hold trainings

for teachers so that teachers can continue to improve

their competence.

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