The Influence of Teacher Readiness to Learning Achievement of

Vocational High School Students in South Minahasa, North Sulawesi,

Indonesia

Morris S. S. S. Tumanduk, Rifana S. S. I. Kawet, Christine T. M. Manoppo, and Tendly S. Maki

Faculty of Engineering, Universitas Negeri Manado, Kampus UNIMA Tondano 95618, Indonesia

Keywords: Teacher Readiness, Learning Achievement, Teacher Competency, Correlation Research, Vocational High

School

Abstract: This study presents the relationship between teacher readiness and learning achievement of vocational high

school students in South Minahasa regency. The method used the correlation study which aims to find out

the relationship between independent variables with non-independent variables and the extent of the

correlation based on correlation coefficients. The results are showed that there were 36.67% 26.67%, and

36.67% of respondents with the categories of below-average, medium, and high or above average learning

achievements respectively. The teacher readiness values are showed that 33.33%, 26.67%, and 33.33% of

respondents included in the categories of below-average, moderate groups, and high or above average

respectively. The testing hypothesis is evident that the teacher readiness variable (X) has a positive and

significant effect on student achievement which is the equation of Y = 34.70 + 0.41 X that is the meaning if

the readiness of teachers increases by one unit Student achievement will increase by 0.361 units. The results

are inadequate that to improve the teacher competency in the readiness of the teaching and learning process

and the data the students` learning achievements generally need to be improved.

1 INTRODUCTION

The teacher has the task to encourage, guide, and

provide learning facilities for students to achieve

learning goals. The teacher has the responsibility to

see everything that happens in the classroom to help

the development process of students. However, this

is not easily done by the teacher, this is because the

main problem faced by the teacher is the readiness

of the teacher in teaching.

The readiness of teachers in teaching has not yet

fully had sufficient readiness to carry out the

teaching and learning process. Thus, effective

teacher readiness is a requirement for effective

teaching. If the teacher's readiness in teaching is less

effective, the learning process will be less effective,

and of course this will have an impact on student

learning achievement.

Vocational schools in Kabupaten Minahasa

Selatan, student learning achievements are generally

low. The low student achievement is of course

influenced by many factors, both internal, such as

intelligence, talent, interest, motivation, maturity and

readiness. While external factors are include teacher

readiness, classroom management, curriculum,

teaching methods, and family economy. Of these

various factors, in the author's observation that the

more dominant cause of low student achievement is

teacher readiness in teaching. In this case, the

teacher is not ready to teach because he does not

master the existing material and improper teaching

methods.

Based on the description above, the writer is

interested in conducting research with the title "The

Relationship between Teacher Readiness and

Learning Achievement of Vocational Students in

South Minahasa Regency"

The purpose of this study was to determine the

relationship between teacher readinesses for student

achievement in vocational schools in the district of

South Minahasa.

As for the objectives in this study are: to get a

picture, the influence of the readiness of vocational

teachers in South Minahasa Regency.

Tumanduk, M., Kawet, R., Manoppo, C. and Maki, T.

The Inﬂuence of Teacher Readiness to Learning Achievement of Vocational High School Students in South Minahasa, North Sulawesi, Indonesia.

DOI: 10.5220/0009013704810486

In Proceedings of the 7th Engineering International Conference on Education, Concept and Application on Green Technology (EIC 2018), pages 481-486

ISBN: 978-989-758-411-4

481

2 LITERATURE REVIEW

2.1 Teacher Readiness

2.1.1 Materials Preparation

The task of the teacher before carrying out certain

teaching needs to prepare the material to be taught,

this is because it is one of the basic competencies of

a teacher. According to Widodo S A (2017), that:

"Preparation and teaching planning of teachers is

able to provide techniques for presenting material /

learning materials that are in accordance with the

needs of students". From the above theory, it can be

concluded that the material preparation carried out is

closely related to a teaching profession as a teaching

staff in the school, so as not to misplace the meaning

or purpose of learning to be achieved. And every

planning or material preparation carried out by a

teacher depends on the objectives to be achieved, as

stated by Marshall, H. & Weinstein, R. (1984), that:

To determine teaching material depends on the

objectives to be achieved, individualist structures

children / students and educational goals.

Teaching planning and material preparation in

principle is as one of the foundations for achieving

goals, because the goal is a component that is first

formulated by the teacher in the teaching and

learning process. The role of goals is very important

because it determines the direction of the teaching

and learning process. A clear goal will also provide

clear instructions on the selection of teaching

materials, the establishment of teaching methods and

teaching aids and provide guidance on assessment.

Education and teaching are businesses that have

a purpose, more than educational activities and

bound teaching and directed to achieve goals. In

education we have general guidelines or are

common targets to be achieved. This is clearly

formulated in the form of general education goals.

2.1.2 Teacher Ability

The ability according to Sudjana, (1989) is a

qualitative intrinsic representation of teacher

behavior that is very meaningful. While. From the

above understanding, it can be said that the teacher's

ability is the ability or the power possessed by a

teacher to carry out a teaching action. In this case a

teacher must have the ability to teach, because this is

closely related to the results that will be achieved by

the teacher as a teacher and students in the

achievement of learning.

The learning process and student learning

outcomes are not only determined by the structure

pattern and curriculum content but are also

determined by the competence of teachers who teach

and guide them. It is clear that the teacher is a very

important part and is responsible for the success or

failure of the teaching and learning process.

Therefore the teacher must have the ability in

teaching quality and professional Widodo S A

(2017).

1. Dominate Materials

Before the teacher appears in front of the class

to manage the interaction of teaching and

learning, first must have mastered what material

will be given and what materials can support the

course of the teaching and learning process. By

mastering the material, the teacher can convey

the subject matter dynamically. In this case

what is meant is mastering the material, for a

teacher will contain two spheres of mastery of

matter. There are two scope of control in

question:

1) Mastering the field of study in the

curriculum.

2) Mastering enrichment / supporting material in

the field of study

Mastering the material in the field of study

in the curriculum in question in this case the

teacher must master the material or the branch

of knowledge held by him, in accordance with

what is stated in the curriculum in the school.

2. Managing Teaching and Learning Programs

A competent teacher is required to also be able

to manage teaching and learning programs that

will be implemented so that in the learning

process what is the goal will be achieved. The

steps that must be taken by a teacher in

managing the teaching and learning program

are:

1. Formulate instructional / learning objectives.

2. Get to know and can use the right

instructional process.

3. Carry out the teaching and learning process.

4. Get to know the ability of students.

5. Plan and implement a remedial program.

3. Manage Classes

To teach a class, the teacher is required to be

able to manage the class, which is to provide

conducive conditions for the teaching and

learning process. If it is not conductive, then the

teacher must try as optimally as possible to

correct it. Therefore, classroom management

activities will involve arranging an adequate

EIC 2018 - The 7th Engineering International Conference (EIC), Engineering International Conference on Education, Concept and

Application on Green Technology

482

classroom system for teaching and creating a

harmonious teaching and learning climate.

The problem of managing classes is not a

light task. Various factors are that cause the

complexity. In general, the factors that influence

classroom management are divided into two

groups, namely Aldo Enrico (2014: 5), student

internal factors and student external factors.

Internal student factors are related to emotional,

thought, and behavioural problems. Students'

personalities with their respective characteristics

lead students to be from other students

individually. This difference between

individuals is seen from biological, intellectual,

and psychological differences. While the

external factors of students are related to

problems in the atmosphere of the learning

environment, student placement, grouping of

students, number of students in the class, and so

on. The problem of the number of students in

the class will colour the dynamics of the class,

and the more number of students in the class,

for example 30 people tend to be younger and

conflict occurs. Conversely, the fewer numbers

of students in the classroom tend to be smaller

in conflict. As long as there is an effort from the

teacher, chaos in the class can certainly be

overcome. Admittedly, class, from time to time,

from day to day, today, tomorrow, or the day

after tomorrow, always shows a different

atmosphere. Yesterday the class atmosphere

was calm. Maybe today the atmosphere of class

is noisy and hot. At times, the learning goodness

of students is interrupted by the coming of

disturbances from outside the classroom in

various forms and types, for example there are

fires around the school, there are thieves in

broad daylight, and there is a motor vehicle

collision and its luggage.

2.2 Student Learning Achievement

Learning is an important process for changing

human behaviour and includes everything that is

thought and done. Learning plays an important role

in development, habits, attitudes, beliefs, goals,

personality, and even human perception. Learning

according to James, W. (1890), "Learning may be

defined as the process by which behavior originates

or is through training or experience. Learning can be

defined as the process of generating or changing

behavior through practice or experience. Learning is

a mental / psychic activity in active interaction with

the environment, which results in changes in

understanding knowledge, skills and attitudes.

Learning is a series of activities of the soul of the

body to obtain a change in behaviour as a result of

individual experience in interaction with the

environment concerning cognitive, affective, and

psychomotor.

Bjorklund, D.F. (1995), also formulates the

notion of learning, namely a business process carried

out by individuals to obtain a new behaviour change

as a whole as a result of the individual's own

experience in interaction with the environment.

From some of the opinions above it can be

concluded that learning is a process of change in

human beings that appears in behavioural changes

such as habits, knowledge, attitudes, skills, and

thinking power.

2.2.1 Learning

Learning can be in the form of students, learners,

learning citizens, and trainees. Learners have

sensory organs that are used to capture brain stimuli

that are used to transform their sensing results into

complex memory and the nerves or muscles used to

display performance that shows what has been

learned.

2.2.2 Stimulus

Events that stimulate learner sensing are called

stimulus situations. Examples of these stimuli are

sound, light, color, heat, cold, plants, buildings, and

people. In order for learners to be able to learn

optimally, they must focus on certain stimuli that are

of interest.

2.2.3 Memory

Learning memory contains various abilities in the

form of knowledge, skills, and attitudes that result

from previous learning activities.

2.2.4 Response

Response is an action that results from memory

actualization. The learner who is observing the

stimulus, then the memory inside him then responds

to the stimulus.

3 METHOD

This research is correlation research which aims to

find out whether there is a relationship between

independent variables with non-independent

variables and the extent of the correlation between

The Inﬂuence of Teacher Readiness to Learning Achievement of Vocational High School Students in South Minahasa, North Sulawesi,

Indonesia

483

independent variables with non-independent

variables based on correlation coefficients.

The variables examined in this research field

consist of 2 variables:

1. Independent variable: Teacher readiness (X)

Teacher readiness is an effort made by the

teacher, especially the subject of Building

Construction to help create optimal learning

conditions so that the goals of teaching can be

achieved, with the following indicators:

1) Preparation of material,

2) Manage teaching and learning programs,

3) Manage the class,

4) Using media / sources,

5) Mastering the educational foundation

6) Manage teaching and learning interactions

7) Assessing student learning achievement for

teaching purposes.

Completeness instruments for Teacher

Readiness are developed by compiling items that

are based on indicators from the Teacher

Readiness variable. For this variable the

statement uses a Likert scale. For positive

statements, the score is as follows:

Very often = 4

Often = 3

Almost never = 2

Never = 1

For negative statements the score is opposite

to a positive statement. The number of items in

the class management completeness instrument

is 30 items.

For negative statements the score is opposite

to a positive statement. The number of

instrument items for teacher readiness is 25

items. Instrument lattice can be seen in table 1.

Table 1: The teacher's readiness grid.

Indicator

Item Number

Total

Positive Negative

Material Preparation

Manage the Teaching

and Learning Process

Classroom Manage

Using Media /

Resources

Mastering the

Educational Platform

Manage Teaching and

Learning Interactions

Assessing Student

Learning

Achievement

1, 2

6, 8, 23

9, 10, 16

20, 22

11, 12,

4, 13, 18

5, 14

Total 17 8 25

2. Non-independent variables:

Learning achievement (Y).

Data from the instrument of learning

achievement was taken through report card

grades of Basic Competency in class XI

Vocational School in South Minahasa Regency.

The sampling technique in this study is by the

technique of "Side Judgment Purposive". In this

case a sample based on consideration is most

appropriate to the purpose of the study. Thus the

sample taken is all students of class XI

Vocational High School in South Minahasa

Regency who take the Basic Competency subject

in 2017.

To obtain the data needed in this study,

questionnaire and documentation instruments

were used, namely Teacher Readiness variables

using questionnaires, and learning achievement

using documentation (Report Card Score).

For the purposes of analyzing data, simple

linear regression analysis and product moment

correlation techniques are used, with the formula

in Sujana (1986: 236), as follows:

This correlation analysis is intended to

determine the relationship between two

variables, in this case the relationship between

teacher readiness and student learning

achievement. Furthermore, variance analysis is

conducted with the intention to find out whether

the results obtained are correct so that they can

be used to estimate or predict student learning

achievement if the teacher readiness results are

known, it will show that the regression model is

good enough and can be used to estimate or

predict learning achievement (Y) if the teacher's

readiness (X) is known.

4 RESULTS AND DISCUSSION

The variable readiness of the teacher shows the

highest score of 78 and the lowest of 65. After

calculating the average price is 71, 73.

Standard deviation = 1 + 3.3 Log n

= 1 + 3.3 Log 30 = 5.88

= 5 or 6, taken 5.

Length of Class Interval = (79-65) / 5 = 2.80

rounded 3.

The copyright form is located on the authors’

reserved area.

Based on Table 2, it can be seen that around

33.33% of teachers' readiness is above average, and

EIC 2018 - The 7th Engineering International Conference (EIC), Engineering International Conference on Education, Concept and

Application on Green Technology

484

66.67% is below the average. If the data is grouped

into 3 categories, the high score is 33.33% (score 74-

79); medium 36, 67% (score 71-73); and low

30.00% (score 65-70).

Data of student learning achievement for basic

competency subjects showed the highest score of 81

and the lowest of 60 after being calculated using a fx

3800P calculator, the average score was 70.33.

Table 2: Distribution of Teacher Readiness Frequency.

No.

Class

Interval

Absolute

Frequency

Relative

Frequency (%)

1 65 – 67 4 13.33

2 68 – 70 5 16.67

3 71 – 73 11 36.67

4 74 – 76 9 30.00

5 77 - 79 1 3.33

Total 30 100.00

Figure 1: Teacher Readiness Data Histrogram.

Table 3: Distribution frequency of student learning

achievement.

No.

Class

Interval

Absolute

Frequency

Relative

Frequency

(%)

1 60 – 64 5 16.67

2 65 – 68 6 20.00

3 69 – 72 8 26.67

4 73 – 76 7 23.33

5 77 - 81 4 13.33

Total 30 100.00

Figure 2: Student Learning Achievement Data

Histrogram.

Standard deviation = 1 + 3.3 Log n

= 1 + 3.3 Log 30 = 5.88

= 5 or 6, taken 5.

Length of Interval = (81-60) / 5 = 4.20 rounded 4

The results of the frequency distribution of student

learning achievement can be seen in Table 4.2.

Based on table 4.2, it can be seen that there are

36.67% above the average, and 63.33% below the

average. If the scores are grouped into 3 categories

then students who have high achievement are

36.67% (score 73-81); medium 26.67% (score 69-

72); low 36.67% (score 60-64).

From the calculation of regression coefficient

analysis in appendix 7, the results can be stated as

follows:

ỷ = 34.70 + 0.41 X

The results above illustrate that if the teacher's

readiness increases by one unit, then the average

student achievement will increase by 0.361 units.

Analysis of variance is carried out with the

intention to find out whether the results obtained

above are appropriate so that they can be used to

estimate or predict student learning achievement if

teacher readiness is known, with results (see

Appendix 7, p. 45).

These results show that the regression model is

good enough, because based on the model deviation

test shows that the deviation is not real at the 5%

level in this case F (Calculate) = 0.73 <F (Table) =

2.43. Thus, the regression equation above can be

used to estimate or predict learning achievement (Y)

if teacher readiness (X) is known. As for the test of

the regression model, it shows that the model is real

or significant at the 5% test level, in this case F

(Calculate) = 101.45> F (Table) = 4.20.

This correlation analysis is intended to determine

the relationship between two variables, in this case

the relationship between teacher readiness and

student learning achievement, with the following

formula:

The results above show that r2 = 0.70, this means

that the regression model has been able to explain

the diversity of student learning achievement around

70% or in other words that the teacher's readiness

contributes to student learning achievement by 70%.

The results of the description of the data of the

value of student learning achievement shows that out

The Inﬂuence of Teacher Readiness to Learning Achievement of Vocational High School Students in South Minahasa, North Sulawesi,

Indonesia

485

of 30 respondents there were 11 or 36.67% of

respondents included in the category of under-

average learning achievement. 8 or 26.67% of

respondents included in the category of moderate

group, and 11 or 36.67% of respondents entered the

high achievement category or above the average.

From the results of the description of the data the

students' learning achievements generally need to be

improved.

The results of the description of the data the

teacher readiness value shows that out of 30

respondents there were 9 or 33.33% of respondents

included in the category of teacher readiness below

the average, 11 or 26.67% respondents who entered

the category of moderate groups, and 10 or 33, 33%

of respondents entered the high or above average

category. From the results of the description of the

data, it shows that the readiness of the teacher is

inadequate and needs to improve teacher

competency in the readiness of the teaching and

learning process.

Based on the results of hypothesis testing, it is

evident that teacher readiness variables (X) have a

positive and significant effect on student

achievement, this can be explained as follows:

Based on the results of simple linear regression

analysis of teacher readiness variables and

Vocational Student Achievement in District South

Minahasa obtained the regression line equation ỷ =

34.70 + 0.41 X, which illustrates that if the teacher's

readiness increases by one unit the student's learning

achievement will increase by 0.361 units. Similarly,

the results obtained are that the regression model is

good enough, because based on the model deviation

test shows that the deviation is unreal at the 5% level

in this case F (Calculate) = 0.73 <F (Table) = 2.43.

Thus, the regression equation above can be used to

estimate or predict learning achievement (Y) if

teacher readiness (X) is known. Similarly, to test the

regression model, it shows that the model is real or

significant at the 5% test level, where F (Calculate)

= 101.45> F (Table) = 4.20., With a coefficient of

determination of r2 = 0, 70, this means that the

regression model has been able to explain the

diversity of student learning achievement around

70% or in other words that teacher readiness

influences Learning Achievement of Vocational

Students in South Minahasa District by 70%.

5 CONCLUSION

Based on the theoretical description and results and

discussion, the conclusions of this study can be

formulated as follows: that there is a significant and

positive relationship between teacher readiness and

learning achievement of vocational students in South

Minahasa Regency. Need to increase teacher

competency in the readiness of the teaching and

learning process to improve the learning

achievement of vocational students in the South

Minahasa regency.

ACKNOWLEDGEMENTS

The authors wish expressed to Prof. Dr. Julyeta P.A.

Runtuwene, M.S, DEA as Chancellor of Manado

State University who has funded this research and to

Prof. Dr. H. Sumual, M.Sc, as Dean of the UNIMA

Faculty of Engineering which has provided

motivation and recommendations so that this

research can be carried out.

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EIC 2018 - The 7th Engineering International Conference (EIC), Engineering International Conference on Education, Concept and

Application on Green Technology

486