198
such as posters, pamphlets or leaflets, 2 an oral teacher as the teacher explains about the
benefits AILR at every opportunity. 2 The principal and staff provide information to
parents about the benefits AILR for students. 3 The principal assisted the staff do a search and
collection of any sites that are relevant and worthy to be a source of learning for students.
4 The principal assisted the staff do a search and collection of online forums to learn what is
relevant and worthy to be a source of learning for students.
5 The principal requires each teacher to make learning an online forum related to training
that Amnestied eyes and make it as a complement to the learning resources that have
been used so far in the learning process.
6 The principal and staff published the results of the search and collection of sites and forums
online learning through the library and the school bulletin board so that all students know
it.
7 The teacher requires students to enrichment through the internet to any material of any eye
that has been given training. 8 The principal further facilitate the students
with the facilities and infrastructure that support the use of the Internet as a learning
resource, such as: a Dibukanya laboratorium internet paling
tidak selama jam sekolah, dengan catatan bahwa
fasilitas yang
ada dapat
dimanfaatkan semua siswa secara merata; b Menjadwal secara memadai guru-guru
atau teknisi yang berkompeten minimal dalam bidang internet untuk menjadi
operator supaya
pemanfaatan labotatorium dapat optimal;
c Untuk kepentingan pemeliharan dan perbaikan
laboratorium dapat
memberdayakan petugas yang sudah ditunjuk sebelumnya.
6.3 Limitedness of the Study
This study has the following limitations: 1 Population included only one grade from one
school to the samples are not representative because it numbered 44 people. Considered a
representative sample shall be 50 percent of the population, in this case is 310 people;
2 Reliability of the instrument in the average category enough;
3 Investigating the behavior of internet usage is done indirectly through the investigation of
the intention to do so; 4 Research instrument that is only one type of
questionnaire.
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199
DEVELOPMENT FOR VOCATIONAL TEACHERS PROFESSIONALISM
Sunaryo Soenarto
Yogyakarta State University
Abstract
Within the last five years, the development of vocational teachers professionalism has obtained significant attention from the government. With the policy of Ministry of National Education, it has been implemented in
various programs, including the teacher certification program, recognition of prior learning, educational with minor authority and others. Through the teacher certification program, it is expected that in 2014 2.6 millions
teachers will have been certified. This target seems too ambitious, considering that up to 2010, the total number of teachers having been certified is only 743,070 28.5.
Developing vocasional teachers professionalism constitutes a systematic process to develop their competencies concerning their knowledge and skills, with the aim to improve the teachers performance by means of
supervising, training, and education. Developing the vocational teachers professionalism supported by the information and communication technology ICT will be able to reach the teacher community in more diverse
spectrum of geographic, educational level, and teaching experience, so that the number of teachers being served will be much greater.
Developing vocational teachers professionalism through ICT-based programs of education, training, or tutoring, will be able to improve the teachers competence efficiently.
Keywords
: information and communication technology, developing vocational teachers professionalism
1. Introduction
Recognition of professional positions for teachers and educators take 60 years. Nearly one
human generation. Legally, the state recognition of
the educational professions was materialized in 2005, namely with the publication of Law No. 14 of
2005 on Teachers and Lecturers. With the issuance of Government Regulation Peraturan Pemerintah,
PP No. 74 in 2008
on the teacher. Based on the PP
No. 74 Article 8 and Article 12, there are two different programs of certification, i.e. certification
program for pre-service teachers and certification program and in-service teachers. The pre-service
teacher certification program is implemented through the pre-service Professional Teacher
Education PPG Program, which is intended for prospective teachers who already have gained
academic qualifications D4 diploma or S1 graduate degree. While the certification program
for in-service teachers is carried out taken by: 1 in- service Professional Teacher Education PPG
Program, 2 competency test through portfolio assessment, and 3 administering the teacher
certificates directly.
Four years after the implementation of Certification Program for in-service teachers, the
Ministry of National Education Kemdiknas is still looking for an appropriate certification program
which can be accepted by all parties. Various programs of teacher certification have been carried
out, showing a noble effort of the government to ensure that the certification program for all teachers
can be completely implemented in 2014. Is this target likely to be realized by Kemdiknas? Data in
Kemdiknas shows that in 2010 the total number of teachers in Indonesia is as many as 2,607,311
teachers. Strategic Plan of the Directorate of Teachers and Educational Staff Management
Development PMPTK has planned the completion of education certification program in 2014.
Referring to the data above, PMPTK had set the target that, in 2010, 1,434,021 or 55 teachers
would have been certified.
With a quota of 200.000 teachers per year who will follow the certification
program through portfolio assessment and or the Teacher Education and Professional Training
PLPG, it might take nine years to be completed in 2019, meaning that the strategy completion of
professionalism programs for teachers through the certification process track your portfolio and or
difficult PLPG expected to reach the target by 2014.
With a quota of 200,000 teachers per year who will follow the certification program through
portfolio assessment, it will take 9 years to complete the program, which means that all the
teachers in Indonesia will have been certified in 2019.
Lately, the Directorate General of Higher Education Dikti roll out various programs to
enhance the professionalism of teachers, among
