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

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

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

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

edition.

Uno, H., 2016, Perencanaan pembelajaran, PT Bumi

Aksara Jakarta. Indonesia, 11

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