Teacher Competence-based Learning Quality Improvement Approach

TEACHER COMPETENCE-BASED LEARNING QUALITY IMPROVEMENT APPROACH A. Background The era of the industrial revolution 4.0 demands that the world of education adapt to technological developments to improve the quality of education, especially the adjustment of its use for the world of education, especially in the learning process (Budiman 2017:32). Improving teacher competence in utilizing media / teaching materials as supporting sources for learning is important to do because it will have a direct impact on the learning process. If a teacher has the competence and ability to adapt, take learning sources from the internet well, then the learning process becomes easier, more interactive, not monotonous and enjoyable. The impact is that student interest, participation and creativity will increase. Teacher competence is one of the factors that influences the achievement of learning and education goals, but teacher competence does not stand alone, but is influenced by educational background, teaching experience, and length of teaching. Teacher competence can be considered important as a selection tool in the acceptance of prospective teachers, and can also be used as a guideline in the context of coaching and developing teacher staff. In addition, it is important in the relationship between teaching and learning activities and student learning outcomes. B. Learning Quality Improvement Approach Quality is change. This means that the concept of quality remains valid for life, but the concept of quality will always be dynamic in accordance with the times. Learning quality refers to the learning process in schools and learning outcomes that follow the needs and expectations of education stakeholders. Based on the description above, it shows that quality is an opportunity to place in a competitive position. Quality is basically an adjustment of benefits or uses. This means that expectations are in accordance with user satisfaction. Learning quality is determined by 3 approaches, namely school culture, teaching and learning processes, and school reality. School culture is the values, habits, ceremonies, slogans, and various behaviors that have long been formed in schools and are passed on from one generation to the next, both consciously and unconsciously. This culture is believed to influence the behavior of all components of the school, namely teachers, principals, administrative staff, students, and also parents of students. A culture that is conducive to improving quality will encourage citizen behavior towards improving school quality, conversely a culture that is not conducive will hinder efforts towards improving school quality. The teaching and learning process lies in the process components according to Syaodih, et al. (2012: 6) including teaching, training, guidance, evaluation, extracurricular activities, and management. Furthermore, the output includes knowledge, personality and performance. Based on the opinion above, it can be seen that the learning process is one component of the education system that can determine the success of learning and the quality of education. Therefore, to obtain good quality education, a quality learning process is also needed. In order to realize quality learning, the Government issued Government Regulation No. 19 of 2005 concerning National Education Standards (SNP) as a further elaboration of the National Education System Law, which contains process standards. In Chapter I of the General Provisions of SNP, what is meant by process standards is the National education standards related to the implementation of learning in educational units to achieve graduate competency standards. Chapter IV Article 19 Paragraph 1 of the SNP more clearly explains that the learning process in educational units is carried out interactively, inspiringly, pleasantly, challengingly, motivating students to participate actively, and providing sufficient space for initiative, creativity, and abilities according to the talents, interests and physical and psychological development of students. C. Teacher Competence New developments in the teaching-learning perspective have consequences for teachers to improve their roles and competencies because the teaching-learning process and student learning outcomes are largely determined by the role and competency of teachers. Competent teachers will be better able to create an effective learning environment and will be better able to manage their classes so that student learning outcomes are at an optimal level. According to Government Regulation of the Republic of Indonesia Number 74 of 2008 concerning Teachers, Chapter II Competence as referred to in Article 2 paragraph (1) in general, the 4 teacher competencies are as follows: 1) Personality Competence Personality competence is a competence related to the teacher's personal behavior which must later have noble and commendable moral values so that in their daily attitudes, beauty will radiate when in social attitudes, friendships, and also when carrying out tasks in learning. Teachers will be more authoritative if learning is accompanied by noble and commendable values and reflects teachers who are respected and imitated. The standard value measurement in personality competency is in Indonesia in general, a person who is inspired by the Pancasila philosophy which originates from the cultural values of our nation which have so many dynamics and varieties. In the era of Ki Hajar Dewantoro, it was stated that teachers must be Ing ngarso Sungtulodo, Ing madya mangun karso, Tut wuri Handayani. This means that if in front, they must give examples and role models, if they are in the middle, they must raise motivation, but if they are behind, they must encourage them to learn or be active. What should we do in emphasizing our students in implementing personality competency when they are in the learning process: • Teachers must know the child's personality and emotions; • Understand the child's motivation; • The child's behavior in the work group • The child's individual behavior; • The child's daily attitude habits at school towards learning and assignments given by the teacher, • The child's learning discipline. 2) Social Competence Social competence in teaching and learning is closely related to the teacher's ability to communicate with the community around his life, so that the role and perspective, way of thinking, way of acting are always benchmarks for his life in society. Teachers are examples who are treated normatively because of their habits in their social status, therefore a number of social competencies are needed that teachers need to have in interacting with the community environment where they live and are. The roles and functions of teachers who have social competencies that need to be studied are as follows: a) Motivator and Innovator in Educational Development. This is where teachers are needed to have innovation and motivation in their life journey in society, as teachers must be able to synergize in the village and play an active role in educating the community in the name of where they are. An active role is being able to act as a community mover according to the conditions of the community together with other communities around them and even as a source of motivation for others even in the midst of differences in views on education. b) Education Pioneers Teachers with their abilities try to be pioneers of education around them, for example by building educational packages that suit the needs of the surrounding community. Utilizing the village hall as a place to help people who have dropped out of school, so that these people can receive an education in accordance with the government's demands for compulsory education. c) Conducting Research and Scientific Studies Teachers certainly have abilities in their respective fields, especially science that is relevant to the knowledge they have, therefore they must try to do various self-development through the knowledge they have. Specifically conducting research related to educational problems in society so that it is hoped that with their findings, solutions can be found both individually and institutionally and the results can be widely published to the educational community. d) Community Service Teachers live in society, so as a major role in their lives is to socialize with the community. This socialization has the teacher's responsibility to the community, for example explaining to the community that education is a shared responsibility, the government, the community and the parents of students. With this responsibility, the government has a very large obligation, especially in preparing school buildings, providing educational facilities and procuring teachers. Meanwhile, the community maintains security so that schools continue to run as desired so that learning runs well. Meanwhile, parents help smooth education by providing donations in the form of physical or psychological assistance in accordance with the agreement made by the School Committee and ensuring that the relationship between the school and teachers can be formed well. 3) Professional Competence Teachers' ability to master knowledge in the fields of science, technology, and/or arts and culture that they teach, which at least includes mastery of: a) subject matter broadly and deeply in accordance with the content standards of the educational unit program, subjects, and/or groups of subjects to be taught, and b) concepts and methods of relevant scientific, technological, or artistic disciplines, which conceptually cover or are coherent with the educational unit program, subjects, and/or groups of subjects to be taught (Marselur R. Payong, 2011:6-8). With this professional competence, it can be assumed that it will influence the education management process so that it can produce quality education profession. The problem of teacher professional competence is one of the professional competences of teachers that plays an important role in improving the quality of student learning, in this school there are often lazy students, often go in and out of class when class hours are in progress with the excuse of wanting to go to the bathroom and sometimes not paying attention to the lesson. If this condition occurs, it can be interpreted that the teacher is considered unsuccessful in creating the right quality of learning in the teaching and learning process and lack of motivation for students to be active in learning. Professional competence of teachers is needed for better learning process efforts, so that students will be motivated to learn and achieve. Because professional teachers will be able to implement learning strategies and present materials well and enjoyably and not only oriented to learning completion but also to the process of growth and development of student potential which includes cognitive, affective and psychomotor aspects. There are two things that need to be known, understood and mastered in relation to professional competence, namely (1) basic teacher abilities and (2) basic teacher skills, both of which must be possessed by a teacher and are abilities related to strengthening the learning material of the subject area broadly and deeply which includes mastery of the substance of the content of the school curriculum material and the scientific substance that covers the curriculum material and increasing scientific insight as a teacher. Each of these competencies has sub-competencies and essential indicators according to the number of study areas or subject clusters. Several expert views on professional competence, as stated by Cooper, are: (1) having knowledge about learning and human behavior; (2) Having knowledge and mastery of the subjects/study areas that are being taught; (3) Having the right attitude about oneself, school, colleagues and the study areas that are being taught, and (4) having skills in teaching techniques. Meanwhile, according to ``(Johnson, 1980) includes: (a) Mastery of subject matter consisting of mastery of the material that must be taught and the basic concepts of science taught from the material being taught; (b) Mastery and appreciation of the foundations and insights of education and teaching, and (c) Mastery of the educational process of teaching students' learning. 4) Pedagogical Competence Mulyasa (2007:75) explains that pedagogical competence is the ability of an educator to manage the learning process of students which includes several things and one of them is the use of technology, as well as using learning media and learning resources that are relevant to the characteristics of students in the subjects taught to achieve learning objectives as a whole. Pedagogical competence is a teacher's ability in managing student learning which at least includes: a) understanding educational insights or foundations, b) understanding students, c) curriculum or syllabus development, d) learning design, e) implementation of educational and dialogical learning, f) utilization of learning technology, e) evaluation of learning outcomes, and h) student development to actualize their various potentials.