The Competence of the Intership 2 Student-teachers of Physical

Education Program of FKIP Bengkulu University

Dian Pujianto

Physical Education, FKIP Bengkulu University, Bengkulu

Keywords: Competence, Student-Teachers, Internship 2

Abstract: This study aims to reveal the satisfaction level of users towards graduates of physical education study

program of FKIP Bengkulu University. This research was conducted since the data gained from tracer

studies are not enough to assess the level of satisfaction of users of physical education program graduates in

the city of Bengkulu. This study uses a descriptive survey approach. The subjects of this study were

physical education teachers in Bengkulu city. A questionnaire was used as a research instrument to measure

the level of satisfaction of physical education teachers by looking at 4 competencies of the student-teachers

who joined Internship 2 program. The results show that physical education teachers have a good level of

satisfaction in general. The student-teachers’ pedagogical competence falls into the category of good; their

professional competence falls into the category of good; their social competence falls into the category of

very good, and; their personal competence falls into the category of good. Based on the results of the study,

it can be concluded that the users can receive physical education program graduates of the physical

education study program of Faculty of Teacher Training and Education Science (FKIP) Bengkulu

University with a good satisfaction level.

1 INTRODUCTION

The teacher competence as an indicator of

professional teachers is a necessity at this time.

Professional teachers are teachers who have

pedagogical, professional, personal, and social

competencies (Undang-Undang No. 14, 2005). The

Physical Education Study Program of FKIP

University of Bengkulu as one of the providers of

physical education teacher candidates in Bengkulu

province has the task of forming physical education

teacher candidates who have the 4 competence

characteristics mandated by law.

The physical education study program of FKIP

University of Bengkulu already has a lecture

program that is in line with KKNI. Unfortunately,

the level of satisfaction from the users is still

unknown. Based on this reason, it is necessary to

conduct empirical studies. Teacher competencies are

needed in improving the learning process so that the

learning outcomes can be optimal. Teacher’s

competence can be known through empirical studies.

The following is the result of research about

competencies of elementary school physical teachers

done by Pujianto et al., (2014).

Table 1: Competencies of elementary school physical

teachers in Bengkulu.

Categor

Percentage (%)

Ver

Goo

27,27

Goo

31,83

Mediu

31.81

Less 6,82

Very Little 2,27

Total 100

Based on Table 1, it can be concluded that there

are teachers who still have very low competence,

which is 2.27% of the population. This is a serious

challenge for the physical education study program

of FKIP Bengkulu University. The low competency

of elementary school physical teachers is no surprise

since they have no linear educational background in

physical education.

Competence of good teachers will bring a

positive influence on the teaching and learning

process in the classroom (Werdayanti and Rear,

2008). The results of this study imply that a

professional teacher who has a good category in the

4 teacher’s competencies can provide a good

influence in increasing student learning motivation,

460

Pujianto, D.

The Competence of the Intership 2 Student-teachers of Physical Education Program of FKIP Bengkulu University.

DOI: 10.5220/0009788704600464

In Proceedings of the 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science in conjunction with the 2nd Conference on Interdisciplinary Approach in Sports

(YISHPESS and CoIS 2019), pages 460-464

ISBN: 978-989-758-457-2

so that the learning process becomes conducive thus

producing satisfying learning outcomes.

Professional teachers have the ability to implement

those 4 competencies in the learning process.

Professional teachers are not necessarily able to

master those 4 competencies instantly. Starting from

being a student, a teacher has been educated to

master these 4 competencies, both in the classroom

and when they carry out teaching practices in

schools which is called as ‘internship’.

Internships are mandatory courses for student-

teachers. This course provides experience on how to

teach in real situations and how to socialize in a

school education institution. Empirically,

assessments that measure the level of satisfaction of

prospective users of graduates of physical education

program in Bengkulu have not been conducted

before. Assessment of the competence of student-

teachers is based on the point of view of physical

education teachers in state schools in Bengkulu.

An assessment of a physical education teacher

would be more appropriate, because a physical

education teacher has the characteristics and

understanding of the concept of teacher competence

on physical education. Therefore, based on this

reason, an empirical study is needed to measure the

level of satisfaction of physical education teachers

who hold a teacher certificate in Bengkulu towards

the graduates of the physical education study

program at FKIP Bengkulu University.

2 RESEARCH METHOD

This type of research is qualitative descriptive

research. Qualitative descriptive research actually

describes a phenomenon that exists in nature

(Maksum, 2012). The subjects in this study were 35

physical education teachers teaching at the state

secondary schools who hold teacher certificates. The

object of the research is the competence of the

student-teachers who joined internship 2.

The data obtained in this study are from the

questionnaire. The questionnaire contained questions

relating to 4 components of competence, namely

pedagogical, professional, personal, and social.

Assessment of items uses the Likert scale (Kathleen,

2012). The data analysis technique used is the

analysis of the frequency of answers from

respondents. There are 40 question items with each

competency covered in 10 questions. The

distribution of the questions are as follows:

Table 2: Questionnaire item distribution.

Competence Question Item

Pedagogical 1,5, 9,13,17,21, 25,29,33,37

Professional 2,6, 10, 14,18,22,26,30,34,38

Personal 3,7, 11,15,19,23,27,31,35,39

Social 4,8, 12,16,20,24,28,32,36,40

Based on Table 2, there are 40 questions used to

obtain the data about the competence of the

internship student-teachers. After the data were

obtained the total score was then categorized as

follows:

Table 3: The categories of competence of internship 2

student-teachers.

Interval Class Cate

1,5SDI> X Ver

Goo

Mi+0,5SDI < X ≤ Mi+1,5SDI Goo

Mi-0,5SDI < X ≤ Mi+0,5DI Mediu

Mi-1,5SDI < X ≤ Mi-0,5SDI Less

X ≤ Mi-1,5SDI Ver

Little

(Sudjana, 2001)

3 RESULTS AND DISCUSSION

3.1 Results

The data were obtained after the questionnaire was

analyzed by looking at the frequency of the answers

from the questionnaire distributed. The following is

an overview of the data obtained:



Table 4: The description of the pedagogical competence

data of the student-teachers

Description Pedagogical Competence

Total 1412

Max 46

Min 30

Mean 40,34

Table 4 illustrates that pedagogical competence

has the highest score of 46 and the lowest score of

30 with an average score of 40.34. Next, the

following is the description of the professional

competence data:

The Competence of the Intership 2 Student-teachers of Physical Education Program of FKIP Bengkulu University

461

Table 5: The description of the professional competence

data of the student-teachers.

Description Professional Competence

Total 1408

Max 45

Min 33

Mean 40,22

Table 5 illustrates the professional competence

of internship 2 student-teachers with the highest

score of 45, the lowest score of 33, and the average

score of 40.22. Next, the following is an illustration

of the personal competence of the internship 2

student-teachers:

Table 6: The description of the personal competence data

of the student-teachers.

Descri

tion Personal Com

etence

Total 1399

Max 44

Min 33

Mean 39,97

Table 6 explains the personal competence of the

internship 2 student-teachers with the highest score

of 44 and the lowest score of 33 and the average

score of 39.97. Finally, the following is the social

competence of the internship 2 student-teachers:

Table 7: The description of the social competence of the

student-teachers.

Description Social Competence

Total 1651

Max 49

Min 39

Mean 47,17

Table 7 explains the condition of the social

competence of the internship 2 student-teachers with

the highest score of 49 and the lowest score of 39

with an average score of 47.17. Based on the results

of the research, it can be concluded that the social

competence of the internship 2 student-teachers has

the highest average score, that is 47.17. The personal

competence, on the other hand, has the lowest

average score, that is 39.97. The following is the

description of the overall research data:

Table 8: Description of the research results data.

Desc. Peda

ical Professional Personal Social

Total 1412 1408 1399 1651

Max 46 45 44 49

Min 30 33 33 39

Mean 40,34 40,22 39,97 47,17

Based on Table 8, it can be seen that the

pedagogical competence has the average score of

40.34, the professional competence has the average

score of 40.22, the personal competence has the

average score of 39.97, and the social competence

has the average score of 47.17. This information can

be illustrated in the following bar chart:

Figure 1: The competence of the student-teachers.

Figure 1 explains the level of the competence of

the student-teachers of physical education study

program of FKIP Bengkulu University who joined

Internship 2. The student-teachers’ social

competence has the highest average score and their

pedagogical competence is ranked second, whereas

their professional competence is ranked third and

their personal competence is ranked fourth. The

categorization of their competence is presented

below.

Table 9: The competence categories of the Internship 2

student-teachers

Competencies Mean Categor

Pedagogical 40,34 Good

Professional 40,22 Goo

Personal 39,97 Goo

Social 47,17 Ver

Goo

Based on Table 8, there are 3 competencies

which fall into the good category, namely

pedagogical, professional and personal competence.

Student-teachers’ social competence, on the other

hand, falls into the very good category

Competencies

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

462

3.2 Discussion

Teacher competence is a requirement that must be

owned by a teacher or an educator. Teacher

competence education must be started to be taught to

the prospective teacher in the college and in the

teacher training programs so that they will have an

adequate capability to carry out the teaching and

learning process effectively and efficiently. This

study reveals the level of satisfaction of high school

physical education teachers who already held

teacher certificate towards the internship teaching

programs done by the student-teachers. The

competencies examined in this study were

pedagogical competence, professional competence,

personal competence, and social competence.

Based on the results of research, it turns out that

the social competence of the student-teachers has the

highest average score, which falls into the excellent

category. The high social competence of the

Internship 2 student-teachers seems to be influenced

by their good abilities in socializing with the school

environment. Moreover, in the lecture process, the

student-teachers are required to be able to interact

with the surrounding community, both through

sports tournament activities and social service

activities. The effect of community activities to

strengthen social competence is supported by the

results of research done by Ashsiddiqi which states

that social competence can be improved through

community activities (Ashsiddiqi, 2012).

Student-teachers’ pedagogical competence in

this study falls into the category of good. Generally

speaking, pedagogical competence is the ability to

educate students or manage the learning process. In

the lecture process, the student-teachers are given

the task to lead the class as a basis of managing

learning activities. From this learning experience,

they have experience in classroom management, and

to improve pedagogical competence, an internship or

a professional training program (PLP) is needed

(Suherman, 2014).

Student-teachers’ professional competence falls

into the good category. In general, to improve his or

her professional competence, a teacher must have a

linear educational basis which is included in the

graduate program (Teachers, Competence, Within,

and Program, 2014). The results of this previous

study are in accordance with the results of this

research, that the Internship 2 student-teachers have

joined teacher training program for 6 semesters so

that they already have good professional

competence.

Good personal competence means that a teacher

must become a role model for his or her students

(Ma'arif, 2017). In line with the results of previous

studies, this study finds that the personal

competence of the Internship 2 student-teachers are

in the good category, regardless the fact that in

general, they have the lowest average scores. their

personalities are generally good, but in some cases,

there were several things which could not be set as

examples for the students in the schools.

Based on the results of this study, in general, the

competence of the Internship 2 student-teachers at

the physical education program falls into the good

category. Good teacher competence can help

students develop their potential. Good teacher

competence is also able to solve all the problems

that are owned by students (Polat and Arif, 2012).

4 CONCLUSION

Based on the results of the research, it can be

concluded that: (1) the social competence of

Internship 2 student-teachers of physical education

program falls into the category of good, (2) their

pedagogical competence falls into the good

category, (3) their professional competence falls into

the category of good, and (4) their personal

competence falls into the good category. In general,

the lecture process in the physical education study

program of FKIP Bengkulu University has provided

a good level of satisfaction for users of graduates.

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YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

464