Management of Teacher Performance Development in Context of

Aceh Policy Act No 9 Year 2016 about Implementation of Education

Musriadi

, Faisal Anwar

, Khairil Ansari

, Biner Ambarita

aculty of Teacher

ainin

and Educa

ion, Se

ambi

ah University,

ndone

State University of Medan, Indonesia

Keywords: Management of Teacher Performance Development, Aceh Policy Act no 9 Year 2016, Implementation of

Education.

Abstract: The purpose of this study is to describe the factors underline the development of teacher performance. This

research uses case study method and fenomenologi method. The subjects in research are House of

Representatives, Parliament, Legislative Assembly and the Education Office of Banda Aceh City, Bappeda,

Regional Secretariat, District Education Council, Sub-district and Community. The data in this study consist

of primary data and secondary data obtained by interview and direct observation. The result of the research

shows that First, the plan of quality development of junior high school teachers in Banda Aceh City cannot

be separated from strategic planning. Second, the development of the quality of junior high school teachers

has a positive impact. Third, the conceptual model of teacher quality development of SMP that can be

implemented in the framework of improving the quality of junior secondary education in Banda Aceh city by

weighing a number of assumptions. Fourth, there are two supervisory patterns implemented in the

development of the quality of junior high school teachers in Banda Aceh City, direct and indirect supervision.

The conclusion of this research is, the teacher quality improvement planning model should contribute to the

goals and objectives of education, comprehensive, and efficient. Comprehensive planning reflects a hierarchy

of activities during the planning process; every point of activity not only shows levels but also as a coordinated

entity.

1 INTRODUCTION

In the civilization of any nation, including Indonesia,

the teaching profession means strategic because its

bearers have a genuine task for humanity, to

humanize, to educate, to civilize and to build

character. The strategic meaning of teachers at the

same time necessitates the recognition of teachers as

a profession. Bringing forth of act (UU) No. 14 Year

2005 on Teachers and Lecturers, is a tangible form

of recognition of the profession of teachers with all

dimensions.

Act number 44 years 1999 on Aceh privileges and

act number 11 years 2006 on Aceh government which

are based on act number 11 years 2006 on Aceh

government, the government of Aceh has authorities

to manage and handle government affairs in any

public sectors except central governance affairs that

includes government affairs in a national scale,

foreign policy and national fiscal and certain affairs

in religion. In a democratic system of government,

regional autonomy becomes mandatory that must be

run. For this reason, Article 18 Paragraph (2)

constitution 1945 of provincial, regency and

municipal governments are given the authorities to

regulate and manage their own government affairs. In

order to fill Aceh's regional autonomy in accordance

with the act in the year 2001, the Province of Aceh

established an education system in accordance with

the act intent and the socio-cultural distinctiveness of

the Acehnese people.

The educational system here is the Islamic

education system as has been formulated in the act no.

23 year 2002. This act is refined to the act of Aceh

number 5 years 2008. The function of Aceh's

education is as an effort to develop all aspects of

student's personality in order to actualize the civilized

and dignified Acehnese society. However, the

purpose of the implementation of education here is

explained explicitly to develop all the potential

learners to be human beings who believe and are

pious to Allah SWT, noble character, knowledgeable,

Musriadi, ., Anwar, F., Ansari, K. and Ambarita, B.

Management of Teacher Performance Development in Context of Aceh Policy Act No 9 Year 2016 about Implementation of Education.

DOI: 10.5220/0008889705050511

In Proceedings of the 7th International Conference on Multidisciplinary Research (ICMR 2018) - , pages 505-511

ISBN: 978-989-758-437-4

505

intelligent, capable, creative, independent,

democratic and responsible. As the general purpose

of education, the education in Aceh is to accelerate

the achievement of the goals and targets of the

national policy on education for all.

The problems of education in Banda Aceh City is

in quality. These reflect at least two aspects of teacher

quality and school management. These two aspects

are important determinants of teaching and learning

at the school level. One of the relevant agendas is to

improve the performance of junior high school

teachers. The agenda is based on the mindset that the

quality of educational outcomes is determined by the

quality of the teaching and learning process. The

quality of teaching and learning process is only

possible to be conducted by high-quality teachers.

Therefore, the Banda Aceh City government declares

the direction of teacher performance development as

follows, (1) improving educator awards based on

professionalism and dedication; (2) improving

teacher welfares to meet the needs of the

professionals; (3) improving the arrangement of

educator career in coaching system; (4) equating

teacher distribution between schools and subjects.

Through the implementation of Aceh education act,

the development of teacher performance will lead

more initiatives to the abilities of educational

decision-takers in schools.

Mukhlisuddin Ilyas (Mukhlisuddin Ilyas, 2016)

stated that World Bank research results in 2013

mentioned that the development of Aceh's education

sector is still concerned with infrastructure

development, but left the development of the quality

of education. For this reason, the school facilities in

Aceh are sufficient, but the quality of educators is

lacking. It can be concluded that the existence of

educational facilities is not worried, while what need

to be arranged is in the quality development sector

that must be the priority. One factor is to develop a

new classroom, but it is more important to provide the

laboratory equipment, teacher certification, and

improving the quality of faculty and graduation of

students. Public Expenditure Analysis and Capacity

Strengthening Program research result through the

program of CPDA-World Bank by funding from

AusAid. It is also mentioned that the amount of

education spending and the availability of good

facilities, not in line with the achievement of the

quality of education in Aceh.

Based on the above problems, to improve the

management of teacher performance development in

the context of the Act of Aceh policy number 9, 2015

on the implementation of education (planning,

implementation and supervision of the development

of teachers' performance). It is needed to bring the

concept of appropriate strategies for teacher

performance development, including the factual

condition of education, city government policies in

quality improvement, and teacher performance

development programs, so that they can play the role

as expected.

2 LITERATURE REVIEW

2.1 Work Management Concept

The Increase quality of Human resources will

manifeste in the performance of human resources in

carrying out the duties and roles that carried on in

accordance with the organization, therefore efforts

to manage and develop the individuals performance

in the organization becomes very important in

society (Tanuwibowo and Sutanto, 2014).

Colquitt, Lepine (Colquitt, Lepine, 2011)

occupies an important position in an organization to

improve organizational performance that will be

crucial for the sustainability of the organization in

answering and anticipating changes that occur due to

globalization with a higher level of competition. He

suggests several strong factors that drive on the

importance of performance management. With such

conditions, the effort to keep developing

performance in an appropriate direction with

organizational goals and the demands of change is to

be a very strategic thing in an organization, especially

when considering that changes that occur in society is

very fast and require an adaptive and proactive

response (Ahdiyana, 2015). Therefore, work

management can be the appropriate and decisive

way to improve the ability and performance of the

organization from the strategic level of the

organization up to the level of the individual in

facing all demands due to the occurred changes.

2.2 Development of the Acer

Performance

In essence, the performance of teahcers is behaviors

that are acted by teachers in performing their duties

as educators and teachers to teach in front of the class,

in accordance with certain criterias (Mustika Indira,

2014). Teacher`s performance will be visible in daily

routine work. Performance can be seen in such

activities aspect and tasks in doing tasks and the way

how to do it. By understanding the performance

concepts mentioned above, it will be obviously seen

ICMR 2018 - International Conference on Multidisciplinary Research

506

what teacher performance is. (Asrar-ul-Haq and

Kuchinke, 2016).

Wardani, Herpratiwi and Sasmiati (Wardani,

Herpratiwi and Sasmiati, 2015) explained that the

innovative performance to improve the quality of

education and to depict the characteristics/ features or

performance activities must be done by teachers.

With such an understanding, the innovative

performance of teachers is a performance that applies

new things in the role and tasks assigned by the

teacher; therefore, the understanding of teachers'

innovative performance needs to be viewed in the

context of the implementation of tasks and

obligations that must be implemented by teachers as

educators at school (Ulfah, 2014).

2.3 Aceh Policy Act on Teacher

Performance Development

The main objective of education in Aceh is to

accelerate the achievement of national education

goals and targets for all (education for all), ie every

Acehnese is entitled to a quality and to an Islamic

education in line with the development of science and

technology (Suraiya, Pascasarjana and Banda,

2015). The mandated main content by Law

Number 11 Year 2006 regarding Aceh

Government (UUPA) was to ensure the

implementation of an Islamic values-based

education system and ensure that all high school

and college graduates can compete in the global,

regional and national labour market. They then

will become the ones who build better

socioeconomic, political, and community life of

Aceh (Pemerintah Republik Indonesia, 2014).

By establishing UUPA, the improvement of

quality of education becomes strategic. Moreover, by

addressing high attention to this sector as mandated

in UUPA, Aceh needs a long-term strategic direction

in the field of education. Similarly, Law No. 44 of

1999 on the Implementation of Special Feature of the

Special Province of Aceh, also emphasizes the need

for great attention to education. Based on UUPA, the

implementation of education is one of the obligatory

affairs which become the authority of Aceh

government in the Aceh scale to implement education

and the allocation of potential human resources (Aceh

act Number 5 Year 2008 on the Implementation of

Education).

The Government of Aceh and Regency/

Municipal Government in accordance with their

authority try to implement the Aceh privileges in the

field of quality education. In the implementation of

education in the field of policy as referred to Article

14 paragraph (1) and paragraph (3) letter a, states that

the Government of Aceh has authorities; to establish

the strategic plan of education for Aceh; to

implement coordination and synchronization of

education policies and programs between districts/

cities; to set Aceh's standard of education; to carry

out the socialization and education standard of Aceh;

to carry out facilitation to increase the competence of

educators and education personnel.

3 RESEARCH METODHOLOGY

3.1 Research Approach

This research used qualitative approach. The

approach intends to support the achievement of the

research objective, which is to gain a deep

understanding of the quality of junior high school

teachers, including several aspects; (1) the

cornerstone of quality development of junior high

school teachers in research areas, factual condition of

junior high school; vision of teacher development

program; and the policy of Banda Aceh government

in improving the quality of education, (2) The efforts

of the Education and Culture Department of Banda

Aceh City in managing the development program

(planning, implementation, and evaluation), and

components of the management system (input,

process and output) competency of junior high school

teachers.

3.2 Method and Research Procedure

In accordance with the intention to be obtained in this

study, then the methods used as follows:

a. Case study method.

b. Phenomenal Method.

3.3 Respondents

The subjects in this study are institutional analysis,

consisting of Banda Aceh Representative House,

Education and Culture Office of Banda Aceh City,

Bappeda, Regional Secretary, Regional Education

Assembly, District and Community. The amount of

data source can be increased according to the related

data at the time of data collection taken in the field

3.3.1 Analysis and Data Collection

Techniques

Data in this research consist of primary data and

secondary data. Primary data were collected using

Management of Teacher Performance Development in Context of Aceh Policy Act No 9 Year 2016 about Implementation of Education

507

deeply interview and direct observation techniques.

The interview form used was semi-structured.

Observations are made directly and more closely to

all elements of the school committee.

Besides interviews and observations, data

collection is also conducted in seminars. The seminar

was conducted to deepen and to sharpen the data. This

was be done by inviting the representatives of parents,

principals and educators, surrounding communities

and related figures. While the secondary data were

obtained through the study of literature related to the

research problem, such as books, journals,

documentation and other relevant previous research

results.

3.4 Processing and Data Analysis

The Process started from editing, coding to facilitate

sharpening and developing categorical and data

tabulation in more detail. Other data were analyzed in

detail by using content analysis) in qualitative

descriptive approach (Mukhtar, 2013). Data

reduction was done as an effort since the beginning of

the research was begun continuously to avoid the

accumulation of data over. Researchers also collect

the data continuously to deepen and to sharpen any

previous findings of each data that can remain

relevant to each other. Decision-making on various

factors studied is done through processing, analyzing,

and separating from various well-collected data,

phenomena, interviews from scattered into clear and

accurate concepts and meaningful.

4 RESEARCH RESULT

4.1 Condition of Development

Program System

The implementation of quality improvement program

for junior high school teachers in Banda Aceh City

has potential to be developed all the time to avoid the

weaknesses occurred, to get the opportunities that can

be achieved, and to face the future challenges that

must be minimized. The power of Banda Aceh City

Government to realize the SMP quality teacher

development program are in: (1) junior high school

teachers are largely motivated enough to achieve the

ideal level of professionalism, (2) number, quality,

and capacity of the support resources of the teacher

quality improvement program are readily available,

(3) partnership relations of Banda Aceh city

government with various institutions and universities

is needed.

Nevertheless, there are several weaknesses found

in the aspects of: (1) mapping and needs analysis

which were not in line with the needs of junior

organizational development; (2) "sectorial ego" and

overlapping tendencies between the Education

Authorities and Personnel, Education and Training

Agency of Banda Aceh city; (3) performance and

work culture of program organizational authorities

are somehow rigid and bureaucratic.

In addition, there were also weaknesses in the

form of: (1) the attitude some of junior high school

teachers who feel satisfied with the work performance

and educational background they had; (2) the

recruitment practices and selection of prospective

development participants who are suspected to

prioritize teachers who have personal closeness with

policy makers.

4.2 Assumption Model of

Development Management

The implementation of teacher’s professional duties

should be adapted to the normative demands. In this

case, article number 20 of Law No. 14 of 2000 on

Teachers and Lecturers emphasizes teachers in

performing their professional duties. Based on the

mandate of the act, it is clear that the development of

teacher quality includes not only the aspect of his

capacity as teacher, but also the aspect of his positive

attitude toward the work situation. The understanding

of the values should be embraced by the educator, and

the effort to make himself as the role model for his

students. The policy of Education development in

Indonesia is summarized in three basic strategies,

they are: (1) expanding access and equity of

education; (2) improving quality, relevance, and

competitiveness; (3) strengthening governance,

accountability and public imaging (MoNE, 2005: 5).

The first priority of education development is to

direct to the equal distribution of basic education

opportunities through the development of facilities

and the provision of educational personnel.

Autonomous Management of Educational

Resources. Autonomy of education encourages the

creation of regional independence to improve

education services for the community in the region.

The change of authority structure brings forth to two

consequences to the region. First, who will be the

decision takers of various macro policies in the field

of education? How are the position and role of region

in the context of micro policy implemented?

Secondly, to what extent the region positions itself as

the decision taker, if something happens in the

provincial or central policy?

ICMR 2018 - International Conference on Multidisciplinary Research

508

From the perspective of educational management

resources, including the development of the quality of

teachers by the regional government, the autonomy

and change of authority structure requires: (1)

responsive vision to changes and challenges of the

future; (2) appropriate, anticipatory, and flexible

planning related to curriculum, readiness of

educational resources, and program development; (3)

adjusted steps and corrective measures.

4.3 Element Model Management

Development

Based on the above assumptions, it can be further

constructed the management model of SMP teacher

performance development, which contains the

elements of vision, planning criteria, and

implementation aspects as seen in the following:

1. Vision

There are two important aspects to be

considered in the management of SMP teacher

performance development in Banda Aceh city.

First, the vision should reflect similarly of views

and mutual commitment that besides negating

the sectorial ego. Second, to designing the

program and process of quality development of

junior high school teachers by involving the

elements and institutions that are competent for

it, for example Higher Education, educational

advocacy institutions and professional

organizations of teachers.

2. Planning.

The development of the quality of junior high

school teachers in Banda Aceh is considered

good enough because it contains a

comprehensive diagnosis of development needs.

However, the plan does not meet the

contribution to educational goals and objectives,

the primary aspect of planning and education,

the absorptive power of educational planning,

and the plan efficiency.

3. Implementation

a. Recruitment and Selection Aspects

To overcome these weaknesses, it is necessary

to develop effective recruitment criteria,

through: (1) establishing guidelines; (2) sending

out brochures and announcements; (3) checking

the validity of compliance; (4) assessing the

recommendations of superiors and co-workers;

(5) assessing achievement; and (6) conducting

selection.

b. Aspects of Development Process

Teachers: (1) are sensitive and responsive to

new opportunities and challenges; (2) are not

fixed on routine activities related to bureaucratic

functions; (3) have a futuristic and systematic

insight; (4) have the ability to anticipate; (5) are

the observant of new sources and opportunities;

(6) have the ability to combine sources of

resource mix, and (7) have the ability to

optimize available resources.

c. Aspects of Post-Development Policy

Teacher quality improvement program means to

improve and deepen: (1) mastery of science (2)

application of science or problem solving; (3)

personal and social skills; (3) motivation and

commitment

5 CONCLUSION

The development of teacher quality is positioned as

the leading sector in the constellation, enhancement

and accessed quality to education. There are some

important managerial implications that should be paid

attention from the stakeholders of policy and

education in Banda Aceh City. The reorientation of

education accountability from accountability to

horizontal accountability has been applied. This is a

logical part of education management which has been

conducted in the region. Reorientation of education

accountability from vertical accountability is not only

for vertical institutions, but also for all education

stakeholders. The inevitability of horizontal

accountability relates to the paradigm of regional

autonomy that pinned on community empowerment.

In terms of education implementation, the public is

very concerned to figure out the direction of financing

education, the function of schools as learning service

centers, capacity building and education.

The teacher quality improvement-planning model

should contribute to educational goals,

comprehensive, and efficient. Comprehensive

planning reflects a hierarchy of activities during the

planning process. Every point of activity not only

shows the level but also the coordinated entity.

Appropriate planning will: (1) provide sensitivity and

direction; (2) focus efforts made by the organization;

(3) guide every activity of the organization; and (4)

assist in organizational progress assessment.

There are several criteria in the recruitment and

selection process of teacher that need to be

developed: (1) guidelines setting form the legal basis;

(2) sending out brochures and announcements; (3)

checking the validity of compliance with

requirements and morality; (4) assessing the

Management of Teacher Performance Development in Context of Aceh Policy Act No 9 Year 2016 about Implementation of Education

509

recommendations of superiors and co-workers; (5)

assessing achievement and work ability; and (6)

conducting selection on the basis of efficiency and

manpower. While the development program must

meet the criteria of efficiency, quality, and relevant.

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