Understanding Performance and Aspects of Teacher Performance Assessment

UNDERSTANDING PERFORMANCE AND ASPECTS OF TEACHER PERFORMANCE ASSESSMENT A. Understanding Performance Performance comes from the word performance or performance. This performance is how high a competency a person produces at work. On the other hand, there are also those who define performance as the result of work that has been achieved. Performance is a result that has been or is being achieved by someone in an organization. Performance can be interpreted as an achievement or work result. How big a person's influence is in an organization, how big a person's results are in an organization, that's how performance is. Quoting the opinion of Afandi (2018:83), the meaning of performance is as follows: "Performance is the work results that can be achieved by a person or group of people in a company in accordance with their respective authority and responsibilities in efforts to achieve organizational goals illegally, do not violate the law and do not conflict with morals and ethics." Thus performance is a work result that has been or is being achieved by someone. Performance can reflect human resource competency. These competencies can take the form of organizational skills, contribution, as well as ethics and attitudes in an organization. So that performance is able to reflect how a job or the work results of human resources carry out their functions in the organization. B. Performance Aspects According to Darmadi (2018: 37) there are aspects that are assessed in teacher performance, including: • Ability to plan and prepare for teaching • Mastery of the material to be taught to students • Mastery of teaching methods and strategies • Giving assignments to students • Ability to manage the class • Ability to carry out assessments and evaluations Barnawi and Mohammad Arifin (2017: 15) state that the aspects assessed in teacher assessment are: a. Planning Learning Teachers (Directorate General of PMPTK, 2008: 4) are required to make a Learning Implementation Plan (RPP) at the beginning of the year or the beginning of the semester, in accordance with the school's work plan. This RPP preparation activity is estimated to last two weeks or 12 working days. b. Implementing Learning Learning activities (Directorate General of PMPTK, 2008: 4-5) are activities when educational interactions occur between students and teachers, these activities are actual face-to-face activities. Learning activities in the classroom are the core of providing education which is characterized by classroom management activities, the use of media and learning resources, and the use of learning methods and strategies. c. Assess learning outcomes Assessing learning outcomes (Directorate General of PMPTK, 2008: 5) is a series of activities to obtain, analyze and interpret data about student learning processes and outcomes which are carried out systematically and continuously so that they become meaningful information for assessing students and in making other decisions. d. Guiding and training students Guiding and training students (Directorate General of PMPTK, 2008: 6), is divided into three, namely guiding or training students in learning, intracurricular and extracurricular. Teacher performance determined by the Department of National Education (in Sopiatin, 2010: 64) is as follows: 1. Personal development, namely the indicators used are teaching applications, extracurricular activities, teacher's personal qualities. 2. Learning, namely the indicators used are planning, implementation and evaluation. 3. Learning resources, namely the indicators used are the availability of teaching materials and utilization of learning resources. 4. Learning evaluation, namely the indicators used are question preparation, test results and followup programs. Based on the Regulation of the Minister of State for Empowerment of State Apparatus and Bureaucratic Reform Number 16 of 2009 concerning Teacher Functional Positions and Credit Scores, Teacher PK is essentially carried out in three aspects (in Nanang and Sukamto, 2013: 3), namely: • Learning elements (for subject teachers / class teachers) • Guidance element (for counseling teachers) • Additional elements and/or other relevant tasks based on aspects of quality, quantity, time and cost According to Sukmadinata et al (2006: 113) there are several aspects of Teacher Performance Assessment including: • Teaching Planning • Implementation of Teaching and Student Guidance • Evaluation of Teaching and Student Guidance