Pedagogic Competency of Civic Education Teachers:
An Overview in Instructional Design
Rini Triastuti and Erna Yuliandari
Civic Education, Sebelas Maret University, Surakarta, Central Java, Indonesia
Keywords: competency, teacher, Instructional Design
Abstract: Law number 14 of 2005 about teachers and lecturers requires teachers to have competencies that include
pedagogic competence, personality competence, social competence and professional competence. One of
the competencies that must be fulfilled by teachers is pedagogic competence that is the ability to manage
learners. One of its forms is instructional design. Based on the regulations that the instructional design
should be made in accordance with Government Regulation number 32 concerning Amendment to
Government Regulation number 19 year 2005 regarding national standard of education. But in the
application, it has not been implemented as the existing rules. The purpose of this study is to determine the
characteristics of teachers in prepare instructional design. The method used is descriptive qualitative. This
study uses questionnaires, interviews, study documents and focus group discussion. The location of the
study was conducted in Surakarta. The results show that not all teachers have made instructional design as
mandated by the regulations. This is partly due to the ability of civic education teachers to make
instructional design and lack of self-motivation to always prepare everything before learning
.
1 INTRODUCTION
Ideally, before a teacher start learning in class they
need to make an instructional design. Because
learning is a process which arranged in such a way
that according to certain steps so the learning
implementation reaches the expected result. This
arrangement is implemented in the form of
instructional design. Every planning is always
concerned with a projection or estimate of what to
do. The similar things in the instructional design it
should be a process of estimating about what action
will be done at the time of implementing the
learning so the learning achieve the expected goals
effectively. If the implementation of learning is to
coordinate the elements (components) of learning so
the contents of instructional design basically to
arrange and set the elements. The elements are
objectives, materials or contents, methods, media,
and evaluation/assessment. The success of a learning
process is largely determined by the teacher's
instructional design therefore the components in the
instructional design must be systematically
developed. Construction of instructional design must
be oriented to the applicable curriculum.
Many teachers make instructional design just to
fulfill administrative requirements. However, such
teachers are actually not the expected teachers.
Preparing instructional design before learning about
what will be taught to the students actually teachers
have the good faith that is expecting the teaching
and learning process runs directed, clear purpose, in
order to obtain maximum results.
This research intends to describe the
characteristics of teachers of civic education in
making instructional design. Civic education
teachers are interested to be explored because civic
education has its own characteristics. Civic
education has three domains: knowledge, attitude
and skills so the instructional design of civic
education needs to be adjusted to that domain.
2 THE PROBLEM
How are the characteristics of civic education
teachers in preparing instructional design?
Triastuti, R. and Yuliandari, E.
Pedagogic Competency of Civic Education Teachers: An Overview in Instructional Design.
DOI: 10.5220/0009016500002297
In Proceedings of the Borneo International Conference on Education and Social Sciences (BICESS 2018), pages 61-64
ISBN: 978-989-758-470-1
Copyright
c
 2022 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
61

3 METHOD
This study used descriptive qualitative method.
Instruments used to collect data are questionnaires,
interviews and literature studies. The location of this
research is Surakarta, Central Java Province.
Triangulation used is triangulation method. The
sample of this research is 15 teachers of civic
education in vocational high school.
4 TEACHER COMPETENCY
In 2005 the Indonesian government passed the law
number 14 of 2005 about teachers and lecturers.
Based on the provision, the teachers have the
position of professionals at the level of basic
education, secondary education and early childhood
education in Indonesian formal education. The law
requires teachers must meet the following
qualifications: academics which gained through
higher education or undergraduate diploma program,
competence, educator certification given to teachers
who have fulfilled the requirements, physical and
mental health that are physical and mental health
conditions that enable teachers can perform the task
well and have the ability to realize the goals of
national education. Meanwhile, competence is a set
of knowledge, skills and behaviour that must be
owned, experienced, and mastered by teachers or
lecturers in performing professional duties. So the
competence of teachers can be interpreted as whole
of knowledge, skills and attitudes tangible acts of
intelligence and full of responsibility in carrying out
the task as an agent of learning.
The Law number 14 of 2005 about teachers and
lecturers mandates that a teacher's competence
includes pedagogical competence, personality
competence, social competence and professional
competence gained through professional education.
Furthermore, the regulation explains that pedagogic
competence is the ability to manage the learning of
learners, personality competence is the ability of a
stable personality, noble character, wise and
authoritative as well as a role model of learners;
professional competence is the ability of mastery of
subject matter widely and deeply. The following is a
manifestation of pedagogic competence:
understanding of insight or educational foundation,
understanding of participants, curriculum
development/syllabus, instructional design,
educational and dialogical learning implementation,
use of learning technology, evaluation of learning
outcomes, learner development to actualize various
potentials.
Article 20 of the law No. 14 of 2005 about
teachers and lecturers describes that in carrying out
their professional duties teachers have the following
obligations: prepare instructional learning,
performing quality learning process and assessing
then evaluating learning outcomes. While Article 35
of the law No. 14 of 2005 about teachers and
lecturers states that the teacher's workload includes
basic activities including prepare instructional
design, learning, assessing learning outcomes,
guiding and training students and performing
additional tasks. Thus, it appears that instructional
design is one of the mandatory workload.
5 INSTRUCTIONAL DESIGN
Planning is a satisfying way to make activities work
well accompanied by various anticipatory steps to
minimize the gap that occurs so that the activities
achieve the stated goals (Uno, 2016). Instructional
design is needed so that learning improvements can
be achieved. Improvement of learning needs to be
done because: to improve the quality of learning
needs to start with prepare learning that is realized
by the existence of instructional designs; to design a
learning needs to use a system approach;
instructional design refers to how one learns, to
design learning by instructional design mean
referred to individually as students; learning will
lead to the achievement of learning goals and the
ultimate goal of learning design is the easy way for
students to learn.
The teacher has the responsibility to develop a
complete and systematic instructional design so the
learning takes place in an interactive, inspirational,
fun, challenging and motivating students to actively
participate and provide sufficient space for initiative,
creativity and independence in accordance with
talents, interests and physical and psychological
development of learners.
The principles that need to be considered in the
preparation of instructional design are the following:
pay attention to individual differences in students,
encourage active participation of students, develop a
culture of reading-writing, provide feedback and
follow-up, linkages and integration and apply
information and communication technology.
Based on educational and culture ministerial
regulations number 22 of 2016 about the standard of
elementary and secondary education processes state
components of instructional design are: school
identity, subject identity or theme/subtheme,
class/semester, subject matter, time allocation,
learning objectives, basic competencies and
indicators of achievement of competencies, learning
BICESS 2018 - Borneo International Conference On Education And Social
62

materials, learning methods, learning media,
learning resources, learning steps, learning
assessment.
6 RESULTS
The study involved 15 civic education teachers
in Surakarta vocational high school. The fifteen
people divided seven men and eight women. They
are on average 51 years old and have a level of
undergraduate education about 13 people and 2
teachers are master. The majority of them have been
certified about 87%. Based on research data
obtained the following facts:
Table 1: Prepare instructional design
prepare instructional design quantity
Yes 13
No 2
Total 15
The facts show that the majority of civic
education teachers about 13 or 93% made
instructional design before learning begin.
Table 2: The origin of instructional design
The origin of instructional
design
quantity
MGMP 5
Colleague 2
Others 8
Total 15
Some civic education teachers are 13% using
instructional design obtained from a colleague.
Meanwhile, 34% of teacher used an instructional
design that they obtained from MGMP.
Table 3: Check the instructional design which obtained
Check the instructional design
which obtained
quantity
Yes 14
No 1
Total 15
The teacher who does not make their own
instructional design using instructional design which
obtained from the MGMP or colleague. The
majority of civic education teacher check the
instructional design which obtained from others.
With a little adjustment they apply it to the class that
they teach.
Table 4: Frequency of preparing instructional design
frequency of preparing
instructional design
quantity
once a half year 4
once a year 11
Total 15
The majority of civic education teacher usually
preparing instructional design once a year that is
equal to 73%, while the remaining 27% prepare the
instructional design every semester.
Table 5: instructional design usage
instructional design usage quantity
one for each class 1
one for all classes 7
one for all majors 6
Other 1
Total 15
The majority of teacher usually makes one
instructional design and apply it to all classes that
they teach no matter the class and the major are
different. Only one teacher makes instructional
design for each class.
7 DISCUSSION
An activity will achieve success when determined by
planning. If the planning is well prepared then the
activity is easier to be implemented, directed and
controlled. Similarly, in terms of learning so that the
implementation process can run well then required a
good instructional design as well.
Instructional design has a role as a guide for
teachers to carry out learning activities to be more
focused and run effectively and efficiently or can be
said as a learning process scenario.
Instructional design needs to be held because it
has the following meanings: the substitute of success
which obtained fortunately, as a tool for finding and
solving problems, and utilizing resources effectively.
Based on the consideration of the importance of
instructional design it is a basic requirement in
conducting the learning. However, based on the data
obtained from the teachers who became samples in
this study indicate that the instructional design is
only as an obligation of administrative documents
only. The majority of teachers have instructional
design documents before the implementation of the
learning begin, but the instructional design is not
always self-made but obtained from both MGMP
and colleague.
Pedagogic Competency of Civic Education Teachers: An Overview in Instructional Design
63

The instructional design documents which
obtained from other was checked by the majority of
teachers and they made little adjustments then the
instructional design documents are used. The check
and adjustments are limited to the identity of the
school and the use of media, which adjusted to the
availability of each school learning media. So
checking has not reached the essentials such as
determining indicators of the achievement of
competence, learning objectives, selection of
learning methods and assessment of learning
outcomes with precisely so that the learning process
can be measured clearly.
The use of one instructional design in all classes
that they taught in the same or different major
indicates that the teachers instructional design do
not heed the principle of the preparation of the
instructional design that is taking into account
individual differences of learners. Different classes
and majors distinguish the characteristics of each
class. The different characteristics of class will
influence in the choice of methods and learning
media.
8 CONCLUSION
The civic education teachers usually made
instructional design as an administrative document
that must be held before the learning process is
done. This can be seen from the majority of teachers
having instructional design documents but the
documents are not always made by themselves or
come from MGMP or colleague. Furthermore, when
they receive an instructional design from other
people they just made changes to the identity of each
school and the media used in accordance with their
availability at their school. The instructional design
being used for all classes that they teach no matter
the major they teach same or not.
REFERENCES
Winataputra, U., Budimansyah, D., 2007, Civic education,
Sekolah Pascasarjana UPI Bandung. Indonesia, 1
st
edition.
Uno, H., 2016, Perencanaan pembelajaran, PT Bumi
Aksara Jakarta. Indonesia, 11
st
edition.
The law number 14 of 2005 about teachers and lecturers.
Educational and culture ministerial regulations number 22
of 2016 about the standard of elementary and
secondary education processes.
BICESS 2018 - Borneo International Conference On Education And Social
64