Measuring The Contribution of Educational Science to The

Profession of Teacher

Oong Komar

Department of Non Formal Education, Universitas Pendidikan Indonesia, Bandung, Indonesia

prof.oongkomar@upi.edu

Keywords: Qualification, Competence, Academic Performance, Job Performance.

Abstract: This study is entitled “The Correlation between Academic Performance and Job Competence at the

Department of Non Formal Education.” The background of this study is the sharp different expert perceptions

about the expectation of pedagogy. The aim was to study the correlation between academic performance and

job performance. To this end, this study employed a survey research approach. Data were collected through

interviews and questionnaires. The result revealed that the pedagogic academics had yet to integrate their

affective domain (attitudes) with cognitive domain (knowledge) and with psychomotor domain (skills). It

seems that the affective domain was conditioned to shape a teacher’s character, the cognitive domain is

oriented for professions other than teacher, and the skills are limited but encouraged to be self-reliant. The

service quality of integrated pedagogic academics is recommended to be improved.

1 INTRODUCTION

When education becomes a leading sector in a

country’s development, teachers become the most

important part of the national education system

change. A teacher becomes a prima donna when

education is considered as an instrument of human

quality empowerment and improvement. Without

teachers, education is merely an unrealistic slogan

since the success of every policy and program will

inevitably be determined by the performance of the

teachers as the parties in the forefront (Surya, 2003).

A teacher can be viewed from four perspectives:

 In the perspective of administration and

management, educational support staff will see

teachers at least in terms of four aspects:

teacher procurement, recruitment, assignment,

and mentoring;

 In the perspective of profession, we find it hard

to clearly define what, who, and how a teacher

is as a profession. Although a teacher is

considered a profession according to definition

and a certain predetermined criterion, the

reality is not the case;

 In the bureaucratic perspective, a teacher is

seen as part of a school bureaucratic machine.

A teacher is considered as the bureaucratic

representative who should conform to the

bureaucratic rules.

 In the perspective of national schooling system,

a teacher becomes the center of all educational

activities and an agent of change in education

(Supriadi, 1998).

Many studies revealed that teacher certification

does not correspond to a teacher’s competence

(Rohman, 2016). A teacher’s unprofessionalism

affects the educational products. Therefore,

educational products can tell you how professional a

teacher is. Teacher professionalism is a symbol of

education and how the educational system

accommodates all aspirations and inspiration of the

teachers.

The name, role, model, and form of professional

teacher training have been constantly changing since

1980 and remain the academic discussion among

educational experts (Wahyudin, 2013).

However, since the annulment of Act IV-

Teaching License (Akta IV), there have been no

teaching license for the preservice teacher and the so-

called professional teacher training (PPG) has not

been massively organized. Consequently, alternative

preservice teacher training models emerge to

strengthen the teacher competence as PPG has not

been definitive yet.

Komar, O.

Measuring The Contribution of Educational Science to The Profession of Teacher.

In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 1, pages 371-374

ISBN: 978-989-758-314-8

371

The annulment of Akta IV is supposed to be

followed up by the provision of a definitive

professional teacher training so as to overcome two

issues in educational development. The first is

encouraging and strengthening the economic growth

achievement by the provision of educated

manpower’s with the ability to:

 Create jobs or entrepreneurial ability;

 Address the challenge of labor needs.

The second is facilitating the teacher certification.

A study shows that many of 3 million teachers have

been found unprofessional and that certified teachers

cannot be made sure of being professional (Rohman,

2016). According to the Ministry of Education and

Culture, out of 3,015,315 teachers, 2,294,191 are

certified, and the other 721,124 are not.

Therefore, this study was conducted to answer the

following questions: (1) How is the graduates’

academic performance in relation to pedagogic

competence? (2) How is the graduates’ job

performance in relation to pedagogic competence?

(3) Do the users find any difficulties in describing the

professional teachers?

2 RESEARCH METHOD

This study used a survey approach. Findings

indicated that most directors perceive they are

implementing the indicators of program quality

support in all of the areas surveyed. Qualitative

analysis provides an accessible and theoretically

flexible approach to analyzing data. The depth and

flexibility of qualitative methods contribute towards

the creation of an in-depth understanding of the

participant’s social word. In addition, considering the

research objectives and its instruments, this includes

cross sectional studies and exploratory research

approach.

The survey was carried out by the surveyor: first,

by inviting students enrolled in the 2011 and 2010

academic year who are working on their

undergraduate thesis. The interview questions

represented various aspects of academic performance

of certain working behavior; second, by visiting the

alumni working in various institutions. While

working, they were questioned about job

performance, how they do their jobs, and their

impression about their jobs; and third, by

interviewing the users to figure out their assessment

of the performance of the alumni and their

assignment. The users were 4 people including

Section Head of Bandung Non Formal and Informal

Education (PNFI), Section Head of Bandung Barat

Non Formal and Informal Education (PNFI), Head of

Ash-Shoddiq Community Learning Center, and Head

of House of Learning. The study began in April and

ended in November 2016 in Bandung and Bandung

Barat, Jawa Barat.

3 RESULTS AND DISCUSSION

3.1 Research Results

The result revealed that the pedagogic academics had

yet to integrate their affective domain (attitudes) with

cognitive domain (knowledge) and with psychomotor

domain (skills). It seems that the affective domain

was conditioned to shape a teacher’s character, the

cognitive domain is oriented for professions other

than teacher, and the skills are limited but encouraged

to be self-reliant. The service quality of integrated

pedagogic academics is recommended to be

improved.

The alumni work for public and private sectors.

Most alumni work for public sectors although there

has been no indication that their knowledge and

academic title has a positive effect on their career

development. In addition, they demonstrated the

competence of motivating the community, initiating

the anticipation of environmental change, identifying

opportunities and problem solving, negotiating-

consulting-directing/coordinating activities with

others and following up on policy with

implementation and monitoring to assess

effectiveness. They also demonstrated organizational

management skills, management identification and

interpretation skills, sensitivity to environmental

issues, skills to resolve conflicts by developing

consensus, skills to provide advice and required

inputs and skills to create networks by maximizing

information technology. It was also revealed that

there are different problems in different workplaces.

3.2 Discussion

The study found that sufficient academic

performance in professional academic context but

less sufficient in the context of national and

international development. The job performance was

found to be sufficient for the practitioner-users but

not sufficient for the governmental users. It can be

concluded that there is a mismatch between the study

program qualifications and the competence of

graduates. The users also found it difficult to describe

their work placements.

ICES 2017 - 1st International Conference on Educational Sciences

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When on duty, teachers often use educational

sciences. These come in three forms: instruction,

traditional pedagogy, and andragogy. Instruction is

characterized by the application of guided study

systems that guide students to finish their study and

are oriented to the graduate competence and

qualification. Pedagogy is characterized by the

application of reasoning study systems; i.e., a

teaching process that encourage critical thinking,

reasoning development, self-reliance, and academic

honesty. Andragogy is an educational process that

helps students acquire knowledge by learning from

their prior and problem solving experience.

Pedagogy can be viewed from two perspectives.

First, it is viewed as the science of art of being a

teacher, so it is deemed to refer to the teaching

strategies or styles and to the proper use of teaching

strategies. Every teaching strategy has a philosophy

and is influenced by the teacher’s background

knowledge experience, personal situation, and

environment and by learning objectives.

Second, pedagogy should not be confused with

pedagogics. Pedagogic is a thorough, critical and

objective study of the nature of human, the nature of

children, the nature of educational objectives and the

nature of educational process. Even so, there are

many terrae incognita in the field of education

because the question of the nature of life and the

nature of human beings are still a mystery

(Langeveld, 1980).

The expectation of educational science is also not

yet agreed upon. First, some experts say that

education science as a discipline cannot possibly be

taught intentionally and systematically (Arbi, 1988).

Second, some experts say that education science

cannot the determine the teaching practice (Arbi,

1988). Third, some other experts say that education

science professional practices that show excellent

service (Arbi, 1988).

According to Arbi (1988): I would like to suggest

that a truly professional teacher is one who has a

broad and deep educational knowledge, has a strong

commitment to the children and his educational tasks,

has a great sense of responsibility for the welfare and

development of the children, the elderly and people

who believe in him, has high competence and and

implements it according to the best of his knowledge,

taking into account the children and the existing

situation and condition.

There are four main elements of teacher

qualification; namely authority, responsibility,

commitment and competence.

Table 1: Science directly contributing to the teacher qualification.

Science Directly Contributing to the Teacher Qualification

Authority

Responsibility

Commitment

Competence

Ethics

Philosophy of Education

Comparative Education

Didactics

Educational Psychology

Pedagogy

History of education

General Methodology

Personality

Pedagogics

National Education

Special Methodology

Social Psychology

Orthopedagogy

Global Education

Teaching

model/strategy

Teaching License

Andragogy

Sociology of Education

Microteaching

Professional Organization of

Teachers

Social Philosophy

National Culture

Professional Basic

Skills

A teacher is a profession that provides service

expertise and demand adequate academic and

pedagogical skills. As a profession, a teacher should

be provided with a relatively long training program

designed according to teacher competency standards.

It takes time and expertise to equip students with the

theory of educational activities and the strategy of

applying it professionally.

Given the high demand of teachers, the state is

responsible for providing quality teachers. In terms of

quantity, quality, and technical provision in

Indonesia, it is difficult to provide teachers by only

relying on teacher training schools. Akta IV is meant

to be an alternative fulfillment of the demand of

teacher by recruiting non-education faculty

graduates. On the other hand, we still have to further

review their talents, interests, and sincerity to be

teachers. Otherwise, the aim to ensure the quality of

teacher cannot be achieved (Hardianto, 2014)

The professional teacher training (PPG) is the last

resort to ensure the quality of teachers generated by

the teacher training institution (LPTK). Upon

completion of the PPG, a teacher is certified to have

teaching license at a given educational level. The

better the quality of the teachers, the better the quality

of national education.

Measuring The Contribution of Educational Science to The Profession of Teacher

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Thus, PPG plays a very strategic role in

Indonesia’s national education. Teacher certification

is the process of awarding certificates to teachers who

are stated to have met the prescribed requirements.

The aims are to:

 determine a teacher's eligibility to be a

professional educator;

 Improve the teaching process and outcomes;

 Improve the welfare of teachers;

 Improve their dignity in order to realize a

quality national education.

4 CONCLUSIONS AND

RECOMMENDATION

The result revealed that the pedagogic academics had

yet to integrate their affective domain (attitudes) with

cognitive domain (knowledge) and with psychomotor

domain (skills). It seems that the affective domain

was conditioned to shape a teacher’s character, the

cognitive domain is oriented for professions other

than teacher, and the skills are limited but encouraged

to be self-reliant. This study is significant to be a

reference for the development of a study program in

the future.

It is recommended to obtain feedbacks from the

users when modifying the curriculum. In addition, the

service quality of integrated pedagogic academics

should be improved. It is also necessary to observe

the graduates’ innovation in developing his

knowledge at the workplace.

REFERENCES

Arbi, S. Z., 1988. Pengantar kepada Filsafat Pendidikan,

Dikti Departemen Pendidikan dan Kebudayaan.

Jakarta.

Hardianto, D., 2014. Program Sekolah Orang Tua Siswa di

SDIT Luqman Al Hakim Internasional Yogyakarta.

Dinamika Pendidikan. 21(01). 22–38.

Rohman, M., 2016. Problematika Guru dan Dosen Dalam

Sistem Pendidikan di Indonesia. Cendekia:

Kependidikan dan Kemasyarakatan. 14(1), 49-71.

Langeveld, M. J., 1980. Pedagogik Teoritis dan Sistematis,

Jemmars. Bandung.

Supriadi, D., 1998. Mengangkat Citra dan Martabat Guru,

Adicita Karya Nusa. Yogyakarta.

Surya, M., 2003, Percikan Perjuangan Guru, Aneka Ilmu.

Semarang.

Wahyudin, D., 2013. Model Penyelenggaran Pendidikan

Tenaga Pendidik Dan Kependidikan. Edutech. 424.

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