Mapping the Perception, Attitude, and Roles of Mathmatics

Teacher’s in Banda Aceh Dealing with Competition of ASEAN

Economic Community (MEA)

Fithri Angelia Permana

, Azwani

, Usman Kasim

, Asnawi

and Rofiatul Hosna

Serambi Mekkah Aceh University, Banda Aceh

Aceh Province Education Supervisor

Syiah Kuala University, Banda Aceh

Hasyim Asy’ari Tebuireng Jombang University

Keyword: Perception, Attitude, Role Mapping, ASEAN Economic Community.

Abstract: This project was going to map the roles, perception, attitude, and strategy in improving high school teachers’

competency in Banda Aceh dealing with the competition of ASEAN Economic Community (MEA).

Information and data were obtained by a serial of interviews, questionnaire, essay and documentation had

been done to the Mathematic teachers of high schools in Banda Aceh. Data was analyzed in qualitative

description to see the validity and reliability of this research findings. Further processing and analysis of

written test data quantitatively by using the formula of N-gain. Linking to research evidences in previous

studies, the results showed that those high school teachers in Banda Aceh have relatively fair perception,

attitudes and on the implementation of MEA a useful strategy in increasing teacher’s competency to help their

students. The findings are corresponded the research project questions. Therefore, this role and strategy in

increasing teachers’ competency was categorized as a strategic approach dealing with the competition of

ASEAN economic community (MEA).

1 INTRODUCTION

The graduation number of national exam of High

School students in Aceh province dropped to zero

point. In 2013, Aceh was at the lowest graduation

number in national exam in Indonesia, which was

3.11% (1,754 students) just after Papua province at

2.85%, Southeast Sulawesi province at 2.32%, and

Maluku province was at 2.21% (Bahri, Politika.com

2014). The highest national exam fail rate in 2014

was Aceh throughout Indonesia, which only 0.74

Aceh students who did not pass the National Exams

(Indonesian: Ujian Nasional or UN). At that time,

Aceh was ranked 25 out of 34 provinces in Indonesia

(Kemendikbud RI, 2013). Means that, the UN passing

rate in Aceh is not getting better, instead occupying

the position of caretaker. UN results that dropped to

the lowest line can be predicted from the results of the

2015 Teacher Competency Test (UKG) which placed

Aceh in 32 of 34 provinces. In fact, Papua-

geographically more or less the same as Aceh, is in a

much better position that is ranked 26 of 34

provinces. In fact, Aceh has 28,956 teachers with

bachelor degree qualifications. While Papua only has

17,386 teachers bachelor qualified (Kemdiknas RI,

2010).

On the other hand, leaders of ASEAN member

countries agree to establish a single market in

Southeast Asia to increase ASEAN's

competitiveness. The establishment of a single

market termed the ASEAN Economic Community

(MEA) will allow one country to sell goods and

services easily to other countries in throughout

Southeast Asia. So, the competition will get tighter.

Workers in Indonesia will face competition from

other workers in Southeast Asia, especially workers

engaged in specialized skill sectors.

In facing MEA, on low national exam result and

high school students condition, education is the sector

that should get priority attention because it plays an

important role and therefore it cannot be separated

from life. It is absolute in the life of a person, family,

nation or even international. Education is a conscious

and well-planned effort to create an atmosphere of

Permana, F., Azwani, ., Kasim, U., Asnawi, . and Hosna, R.

Mapping the Perception, Attitude, and Roles of Mathmatics Teacher’s in Banda Aceh Dealing with Competition of ASEAN Economic Community (MEA).

DOI: 10.5220/0009942623512355

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 2351-2355

ISBN: 978-989-758-458-9

2351

learning and learning process so that learners actively

develop their potential to possess spiritual, self-

controlling, personality, intelligence, character and

skills needed by themselves, society, nation and state

(Sisdiknas No.20: 2003). Furthermore, mathematics

subject is one of the lowest score or the highest

numbers of exam failure rate among the national

exam subject. While this subject is the basic skill for

mastering other subjects in order to take a part in

advancements in technology.

As a country want to improve education quality,

the role of teachers is notable as they directly shape

and direct the students as the candidate leaders in the

future to spearhead education. As the enforcement of

the MEA in Indonesia, the role of the teachers is more

challenging that they should be able to compete

internationally in the way of teaching professionally

and bear students with good competencies and able to

compete in MEA. In addition increasing teacher

competency and improving the quality of graduates

are effort that must be spurred after ASEAN countries

sign a free trade agreement known as the MEA. In

facing these challenges it is necessary to know the

level of competence that the teacher has in order to

compete.

Therefore, it is very interesting to unserstand the

mapping of teacher participation and teacher

competency improvement strategies. In this regard,

we would like to examine further the extent to which

the role of teachers in improving their competence

and efforts to be able to compete globally. This

mapping is expected to be a foundation to determine

the planning and stabilization of education

especifically in learning mathematics and to concieve

teachers understanding toward MEA. Thus study was

done entitled " Mapping The Perception, Attitude,

and Roles of Mathematics Teacher’s in Banda Aceh

Dealing with Competition of ASEAN Economic

Community (MEA)".

2 LITERATURE REVIEW

2.1 Understanding the Quality of

Education

According to Suryosubroto B (2009), the general

sense of quality implies the degree of the superiority

of a product in the form of goods or services, both

tangible and intangible. In the context of education,

the definition of quality in this case refers to the

educational process and educational outcomes. In

specific, Prof. Dr. Djaali (2008) states that the quality

measures of education are (1) the competence of

graduates expressed with the achievement of essential

basic essential competencies; (2) the quality of the

learning process in the classroom and the education

process in the school. Therefore, from these above

opinions, it can be concluded that the quality of

education is the highest value of input, process,

output and outcomes, in relation to the fulfillment of

national education standards. In addition, the quality

of education is measured through evaluation,

accreditation and certification.

2.2 Quality Education Mapping

Djam'an (2009) states that quality mapping is a series

of activities to find out the conditions and situations

that describe the education quality standard of

Education National Standard (SNP) conducted by

education units, organizations, local government and

central government for a certain period of time. The

quality of education in Indonesia is judged by the

performance of educational unit on National

Education Standards. So, the mapping of the quality

of education is a series of activities to find out the

conditions and situations that describe the

performance of the educational unit of the SNP within

a period determined by the education units, education

providers, local government and government to

produce a quality map of education. Generally, the

quality map of education is prepared to be used as

baseline data on the real condition of the fulfillment

and achievement of the 8 SNPs and the indicators that

will enable stakeholders to develop program planning

and quality improvement of budgeting to have the

objectives, scope, objectives, targets, and clear stages.

2.3 High School Teacher Competencies

Teachers for high schools such as SMA/ MA, or any

other equivalent forms, must have a minimum

qualification of Diploma- four years or undergraduate

(S1) program in the major subject teaching and

obtained from an accredited institution. The teacher's

competency standard in this research is based on the

Regulation of the Minister of National Education of

the Republic of Indonesia Number 12 Year 2007 on

Standards of School Supervisors/ Madrasah, the

competence of high school and madrasah teachers.

3 RESEARCH METHODOLOGY

This study used an empirical approach that to

understand the knowledge obtained from the

observation of the certain phenomenon that occurs in

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the fields. Meanwhile, the answer to a problem lies in

the object, this study used the ontology approach in

which the problem lies is not in people's mind. What

it has been done was observation what happened and

made a conclusion. Methods for this study was used

qualitative and quantitative approaches. According

Moleong (2007:3), qualitative methods as a research

procedure that produces descriptive data, i.e. the

written or oral words of the people and behavior

observed.

While the type of descriptive research, according

to Nawawi (2005: 44) is defined as research that seeks

to tell the solution of existing problems based on the

quantitative data. It presents data, analyses, and

interprets. The research was conducted in all high

schools in the city of Banda Aceh. The subject of the

study were mathematics teachers at high school in

Banda Aceh that consisting of 25 public and private

high schools, and selected 150 teachers. Instrument of

research in the form of questionnaire sheet, essay test,

in-depth interview, and documentation.

Questionnaire sheets and interview results were

conducted and the data then analyzed qualitatively by

making some provisions obtained as a clearly

indicator. Further processing and analysis of written

test data quantitatively by using the formula of N-gain

(Meltzer, 2002).

4 FINDINGS AND DISCUSSIONS

Based on the results of this study, in the followings

are some findings can be described as follows:

4.1 Teacher's Perceptions of MEA

The results of the analysis of teachers' perceptions

about the MEA are generally spoke that the

government has agreed on the establishment of a single

market but they do not know when exactly the MEA

will come into effective. Even some said that teachers'

perceptions that the MEA has nothing to do with their

profession as teachers. They believed that MEA

focuses on job market and competition especially in the

economic field such as trade, export-import, labor, and

others non-education. Another result of this analysis is

that the teachers do not feel that the MEA is a sign that

their tasks will be heavier and more complex. This

could be because the teachers will still receive a good

pay even if the students are not successful in

performing and learning.

On the other hand, teachers are confident that the

MEA will cause many foreign workers to come to

Indonesia to take their work as they can freely be

entering Indonesia. This condition is certainly a big

impact for the workforce in Indonesia but the teacher

does not think that the workforce will get rid of the

existing workforce in Indonesia that could be one of

them is his students even himself.

Approximately 65% of high school math teachers

who were the participants of this research consider

that teachers are able to face this MEA competition if

they have foreign language skills (English and

others), and 35% assume that this problem will be

resolved by providing opportunities for teachers to

study abroad.

The picture 1 bellow shows the perception of high

school Math teachers in Banda Aceh about the

competition of MEA.

4.2 Teacher's Attitude to MEA

The implementation of the MEA is largely unknown

to teachers. Although it has been almost two years,

the teachers have not shown any changes in attitude

towards the implementation of the MEA even there

are many teachers do not know what the MEA is

about. Teachers generally still assume that

Indonesia's human resources (HR) is still low. This

opinion raises an apathy and a sense of inferiority to

the ability of the nation itself. Apathy is one of mental

depravity and less productive. Therefore, building a

strong, moral mentality, improving skills and

education is the responsibility of the Government and

nations to be successful in the era of MEA. Nearly

80% of teachers are unconcerned about the

implementation of the MEA, because there is no

direct instruction from the school principal. MEA's

implementation is only a discourse for the upper class

and will not change the teacher's fate. In addition, it’s

about 100% of teachers strongly disagree if the

government has tried to prepare the community in

facing MEA. For details of teacher attitudes in facing

the MEA is illustrated in Figure 2 below.

Figure 2: Attitude of teachers about MEA.

100

1 2 3 4 5 6 7 8 9 101112

Tanggapan SS Tanggapan S

Tanggapan N Tanggapan TS

Tanggapan STS

Mapping the Perception, Attitude, and Roles of Mathmatics Teacher’s in Banda Aceh Dealing with Competition of ASEAN Economic

Community (MEA)

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Figure 1: Perception of teachers about MEA

4.3 Interview Result

In-depth interviews were conducted on 100 high

school Mathematics teachers in Banda Aceh who

were the participants of research. From the

interviews, the following results are obtained:

1. It is approximately 75% of teachers do not know

about MEA and it is about 15% only knew of

the information being overheard by accident,

and 10% others knew the MEA from various

information without finding out more

information.

2. It is about 85% of teachers did not want to know

about MEA and did not seek information about

it. There are 5% of teachers who try to read news

about MEA via the internet to look for

additional information from colleagues.

Because there are not many friends knew then

the teacher's curiosity did not continue.

3. The is so little MEA information and minimal

curiosity of teachers making MEA less

important and attentive for teachers. When the

MEA comes to happen, it will not be a problem

for the teacher as long as it does not force them

to integrate it in the learning process. Therefore,

its only 2 teachers know that MEA that has been

since January 1, 2016.

4. It’s about 30% of teachers assume that people

who are involved in MEA are exporters of

importers, government, laborers, and

entrepreneurs.

5. High school Math teachers were not disturbed

by MEA because they did not know the MEA at

all and the effects it would cause them. "The

MEA is not our business from the school and the

agency, and it is not also integrated in the school

curriculum".

6. Some teachers argued that MEA is not

important because teachers do not understand

the effects of the MEA (teachers do not

understand about MEA).

7. Most (75%) teachers cannot ascertain who is the

most influential to MEA enforcement. And

almost 100% of teachers answered that traders

will feel the greatest effects of MEA. The proof

if there is a price change in the market, traders

who first react by raising the price of goods. 6%

of teachers perceive that policy and government

stakeholders are most influential to MEA

enforcement.

8. When high school Math teachers already know

the MEA's implementation, the teacher did not

feel that the MEA will be able to influence our

cultural education order because MEA is just a

discourse (not socialized much less in force).

And 80% of teachers are confident if the MEA

will be removed because the community is not

ready to face it.

9. Teachers are less prepared for the applicable

MEA. This opinion was obtained from 785

teachers. One of the answers that can be raised

is: "We are not preparing anything, we only

prepare the applicable curriculum". The answer

is very basic because teachers are only asked for

accountability about the curriculum

implementation not their readiness to MEA.

10. Based on the reality that many teachers (95%)

do not know about MEA, it is only natural that

the teacher never mentions / talks about the

MEA in the class. According to the researcher's

discussion with a teacher who served as vice

principal, the teacher never mentions MEA

issues specifically in the classroom but on a

curriculum, demands, the teacher indirectly

prepares his students to be ready for the MEA.

For example, by implementing problem-based

learning solving.

11. Related to the conditions in point 10, since the

teacher never talks about the MEA, then the

student did not know at all about MEA. Some

students knew about, the information is obtained

from friends, print media, electronic media, and

or social media.

12. Teachers have never developed a specific

learning plan dealing with the MEA because it

was not mandatory and not as one of the official

learning objectives (not required by the

curriculum).

1 2 3 4 5 6 7 8 9 10 11 12

Tanggapan SS Tanggapan S

Tanggapan N Tanggapan TS

Tanggapan STS

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13. After a glimpse of MEA from the researcher,

students are able to face MEA, high school math

teacher in Banda Aceh tells that students must

master the knowledge taught to them. In

addition, students must acquire additional skills

in both language skills, special skills (life skill),

and increase their knowledge by learning from

other sources.

14. The effort that the high school math teacher has

done is to provide instruction and guidance

during the learning process at school. In

addition, teachers provide home duties

monitored by parents.

15. Officially the teacher never gets briefed on

MEA from any party. There are 5% of teachers

who are invited to attend a seminar on MEA

based on a friend request to get a certificate, not

because they want to know the ins and outs

about MEA.

5 CONCLUSIONS

Based on the results of the data analysis described in

the previous chapters, it can be drawn some

conclusions as follows:

1. Understanding of Mathematics teachers to MEA

still very low.

2. Teachers do not have preparation in facing the

MEA. This is due to the lack of understanding

of teachers towards MEA.

3. Teachers never get any training or socialization

about MEA. Therefore, in the process of

teaching and learning the teacher never mention

about MEA.

ACKNOWLEDGEMENTS

We would like to thank Kemenristek Dikti for the

research grant and Usman Kasim for his valuable

comments and directions during the writing process

of this manuscript.

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Mapping the Perception, Attitude, and Roles of Mathmatics Teacher’s in Banda Aceh Dealing with Competition of ASEAN Economic

Community (MEA)

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