EVALUATION OF TEACHER CERTIFICATION POLICY Hotben Situmorang- Sutjipto- Neti Karnati
State University of Jakarta, Indonesia
Abstract
The poor record of educational development in Indonesia which has been highlighted by the mass media, quoted from the World Competitiveness, UNESCO, UNDP and PISA reports has positioned Indonesian human resources at a disappointing level. The government is trying to improve the quality of education with several changes to the curriculum and supplemented by teacher certification policies, which are expected to encourage increased teacher competence and education quality.
The preliminary competency test conducted in 2007 showed the achievement of DKI teachers with a score of 49.2 while the national average was 42.25. Even though the teacher^s professional allowance has been enjoyed by teachers, in fact the results of the 2013 DKI teacher competency test actually showed a decrease to 47.93.
This study seeks to evaluate the in-service teacher certification policy using a countenane evaluation model frame work (Model Stake, 1967). A series of qualitative studies using descriptive methods analyzed inductively in a horizontal matrix between intended and standard (congruence) as well as logical contingencies for vertical matrices at the antecedent, transaction and outcome stages.
The PLPG, which is tasked with improving teacher competence just for 9-day training period, is actually not sure about the background of the teacher^s ability based on the initial competency test which is so low. The training curriculum that emphasizes the deepening of subject matter material and the deepening of pedagogical material is then measured by the Teacher Competency Test in a cognitive manner. Training to improve teaching competence has shifted to exam orientation. The model of a quality learning process does not have an agreement. Certification which should measure professionalism has not fully followed the expectations of the law.
Keywords: teacher, teacher certification, quality of learning
