The Effect of Teacher Professional Competence on Student Learning Achievement at MAN 3 Tangerang

Authors

  • Abdul Wahid Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta, Indonesia
  • Siti Asiah Universitas Islam 45 (UNISMA) Bekasi, Indonesia
  • Miftahul Huda Universitas Nahdlatul Ulama (UNU) Cirebon, Indonesia
  • Arkam Lahiya Institut Agama Islam (IAI) Muhammadiyah Kotamobagu, Indonesia
  • Najamuddin Petta Solong Institut Agama Islam Negeri (IAIN) Sultan Amai Gorontalo, Indonesia

DOI:

https://doi.org/10.29240/jsmp.v7i1.5652

Keywords:

Teacher Professional Competence, Learning achievement, Students

Abstract

This study aims to analyze the effect of teacher professional competence on student learning achievement at MAN 3 Tangerang and to determine to what extent teacher professional competence influences student learning achievement. In this study, the researchers applied a quantitative approach with a survey method and employed simple linear regression in answering the hypothesis. Data were collected using a questionnaire, in which samples were selected using a simple random sampling technique, resulting in 170 students. The questionnaire applied a Likert scale with four alternative answers. Based on the results of data processing and calculation using SPSS v. 22, statistical testing indicated that Ho was rejected and Ha was accepted, meaning that teacher professional competence significantly influences student learning achievement. It was derived from the results of the t-test presenting a t-count of 6.682 which is > t-table (i.e., 1.974) with a significance value of 0.000 (< 0.05 or 5%). Furthermore, the results in ANOVA also supported the acceptance of Ha, in which the obtained value of significance was 0.000 (< 0.05). Therefore, this study revealed that teacher professional competence influences student learning achievement. Moreover, the results of the coefficient of determination showed that the variable of teacher professional competence can explain the variable of student learning achievement by 20%. Meanwhile, the remaining 80% is explained by other variables not examined in this study.

Downloads

Download data is not yet available.

References

Aas, H. K. (2022). Teachers talk on student needs: exploring how teacher beliefs challenge inclusive education in a Norwegian context. International Journal of Inclusive Education, 26(5), 495–509. https://doi.org/10.1080/13603116.2019.1698065

Al Issa, H.-E., Saad, S., & Dittavichai, R. (2022). The impact of perceived value on engagement: the role of teacher behavior. International Journal of Educational Management, ahead-of-p(ahead-of-print). https://doi.org/10.1108/IJEM-03-2022-0102

Arifa, S. N. (2022, January 24). Hari Pendidikan Internasional, Bagaimana Tingkat Pendidikan di Indonesia Saat ini? https://www.goodnewsfromindonesia.id/2022/01/24/hari-pendidikan-internasional-bagaimana-tingkat-pendidikan-di-indonesia-saat-ini

Bastian, A., & Yasin. (2022). Menjadi Guru Profesional Dalam Konteks Globalisasi. Media Sains Indonesia.

Bloom, B. S. (1994). Reflections on the development and use of the taxonomy. In L. Anderson & L. Sosnaik (Eds.), Bloom’s taxonomy: A forty-year retrospective. University of Chicago Press.

Bono, G., Dufy, T., & Moreno, S. (2022). Benefits to students and schools. In K.-A. Allen, M. J. Furlong, D. Vella-Brodrick, & S. M. Suldo (Eds.), Handbook of Positive Psychology in Schools: Supporting Process and Practice (3rd ed., p. 118). Routledge.

Danim, S. (2015). Pengembangan Profesi Guru: Dari Pra jabatan, Induksi, ke Profesional Madani. Kencana.

Danumiharja, M. (2014). Profesi tenaga kependidikan. Deepublish.

Darman, R. A. (2020). Belajar dan Pembelajaran. Guepedia.

Davis, G. A. (1982). A model for teaching for creative development. Roeper Review, 5(2), 27–29. https://doi.org/10.1080/02783198209552674

Fu’adah, A. (2021). Pembelajaran Metode Tutor Sebaya: Untuk Meningkatkan Prestasi Dan Motivasi Belajar Anak. Pusat Pengembangan Pendidikan dan Penelitian Indonesia.

Hasriani, G. (2022). English Teachers’ Pedagogical Competence in Regard to Understanding the Students. Language Circle: Journal of Language and Literature, 16(2), 321–331. https://doi.org/10.15294/LC.V16I2.34258

Idris, M., Bin Tahir, S. Z., Willya, E., Yusriadi, Y., & Sarabani, L. (2022). Availability and Accessibility of Islamic Religious Education Elementary School Students in Non-Muslim Base Areas, North Minahasa, Indonesia. Education Research International, 2022, 1–11. https://doi.org/10.1155/2022/6014952

Idris, M., & Mokodenseho, S. (2021). Model Pendidikan Islam Progresif. J-PAI: Jurnal Pendidikan Agama Islam, 7(2), 72–86. https://doi.org/10.18860/JPAI.V7I2.11682

Idris, M., Tahir, S. Z. bin, Yusuf, N., Willya, E., Mokodenseho, S., & Yusriadi, Y. (2021). The Implementation of Religious Moderation Values in Islamic Education and Character Subject at State Senior High School 9 Manado. Academy of Strategic Management Journal, 20(6), 1–16.

Idris, M., Wekke, I. S., Willya, E., & Mokodenseho, S. (2020). Peace resolution in education and application on information and communication technology. International Journal of Advanced Science and Technology, 29(6), 3349–3358.

Julianti, U. F. (2022). Prestasi Belajar Mahasiswa: Kaitannya dengan Kualitas Pengajaran Dosen. Penerbit NEM.

Kemethofer, D., Helm, C., & Warwas, J. (2022). Does educational leadership enhance instructional quality and student achievement? The case of Austrian primary school leaders. International Journal of Leadership in Education, 1–25. https://doi.org/10.1080/13603124.2021.2021294

Leithwood, K., & Jantzi, D. (2007). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, 17(2), 201–227. https://doi.org/10.1080/09243450600565829

Maulida, C. (2022). Model Pembelajaran Inovatif: Alternatif Model Pembelajaran Masa Pandemi. Penerbit Lakeisha.

Mirowsky, J., & Ross, C. E. (2017). Education, social status, and health. In Education, Social Status, and Health. Routledge. https://doi.org/10.4324/9781351328081

Mokodenseho, S., & Wekke, I. S. (2017). Toleransi Beragama dan Pembelajaran Agama Islam. Prosiding Seminar Nasional & Temu Ilmiah Jaringan Peneliti, 67–75.

Mueller, L. (2022). Education, Philosophy, and Morality: Virtue Philosophy in Kant. In P. Bursztyka, E. Kramer, M. Rychter, & R. Auxier (Eds.), Philosophy of Culture as Theory, Method, and Way of Life (pp. 242–274). Brill. https://doi.org/10.1163/9789004515796_014

Napitupulu, D. S. (2017). Kompetensi Kepribadian Guru: Upaya Meningkatkan Ranah Afektif Siswa. CV. Eskol Media Kreasi.

Nurzaman, E. (2021). Pendidikan dan Profesi Keguruan Dalam Membangun Sumber Daya Manusia (SDM). Samudra Biru.

Nurzaman, E., Alinurdin, H., & Balianto, P. (2019). Profesi Keguruan (A. Muhidin (ed.)). UNPAM Press.

Pandiangan, A. P. B. (2019). Penelitian Tindakan Kelas: Sebagai Upaya Peningkatan Kualitas Pembelajaran, Profesionalisme Guru, dan Kompetensi Belajar Siswa. Deepublish.

Pradewo, B., & Setiawan, H. (2021, November 19). Kemendikbudristek Ungkap Rata-Rata Skor Kompetensi Guru 50,64 Poin. Jawapos.Com. https://www.jawapos.com/nasional/pendidikan/19/11/2021/kemendikbudristek-ungkap-rata-rata-skor-kompetensi-guru-5064-poin/

Restian, A. (2020). Psikologi Pendidikan: Teori Dan Aplikasi. UMM Press.

Rosyid, M. Z., Mustajab, & Abdullah, A. R. (2019). Prestasi Belajar (H. Sa’diyah (ed.)). Literasi Nusantara.

Sahin, D., & Yilmaz, R. M. (2020). The effect of Augmented Reality Technology on middle school students’ achievements and attitudes towards science education. Computers & Education, 144, 103710. https://doi.org/10.1016/J.COMPEDU.2019.103710

Saleng, Z. A. (2021). Kecerdasan Emosional, Profesionalisme Guru Dan Prestasi Belajar Siswa. MNC Publishing.

Sesriyani, L., Anwar, S., & Harlinda. (2022). Guru Sebagai Sebuah Profesi: Cintai Profesinya, Senangi Pengalamannya, Nikmati Kebahagiannya. Pascal Books.

Suciati, W. (2016). Kiat Sukses Melalui Kecerdasan Emosional dan Kemandirian Belajar. Rasi Terbit.

Suteja, J. (2013). Etika Profesi Keguruan. Deepublish.

Suyanto, & Jihad, A. (2013). Menjadi Guru Profesional: Strategi Meningkatkan Kualifikasi dan Kualitas Guru di Era Global. Erlangga.

Varagur, K. (2019, December 17). Prestasi Pelajar Indonesia Terendah di Asia Tenggara. VOA INDONESIA. https://www.voaindonesia.com/a/prestasi-pelajar-indonesia-terendah-di-asia-tenggara/5208793.html

Wardan, K. (2019). Guru Sebagai Profesi. Deepublish.

Wardan, K. (2020). Motivasi Kerja Guru Dalam Pembelajaran. Media Sains Indonesia.

Wekke, I. S., & Mokodenseho, S. (2017). Religious Teaching and Learning in Minority Muslim of Manado Indonesia. Proceedings of the 2nd International Conference on Education, Science, and Technology (ICEST 2017), 187–189. https://doi.org/10.2991/ICEST-17.2017.62

Wekke, I. S., Mokodenseho, S., & Firdaus, F. (2017). Religious Education and Tolerance: Learning Process in High School of Minority Muslim Indonesia. INA-Rxiv Papers. https://doi.org/10.31227/osf.io/km79d

Wekke, I. S., Mokodenseho, S., & Rahman, A. F. (2018). Values of Religious Tolerance in Islamic Learning Material of Muslim Minority State High School. INA-Rxiv Papers. https://doi.org/10.31227/osf.io/tfbkc

Yudiyanto, M. (2021). Revitalisasi Peran Ekstrakurikuler Keagamaan Di Sekolah. Farha Pustaka.

Zilka, A., Grinshtain, Y., & Bogler, R. (2022). Fixed or growth: teacher perceptions of factors that shape mindset. Professional Development in Education, 48(1), 149–165. https://doi.org/10.1080/19415257.2019.1689524

Downloads

Published

2023-02-01

Issue

Vol. 7 No. 1 (2023)

Section

Articles

Citation Check

Similar Articles

<< < 6 7 8 9 10 11 12 > >> 

You may also start an advanced similarity search for this article.