Mapping And Learning Quality Development Model Of Indonesian Subject At Senior High School.
MAPPING AND LEARNING QUALITY DEVELOPMENT MODEL OF
INDONESIAN SUBJECT AT SENIOR HIGH SCHOOL
By:
Dr. Nurhayati, M. Pd.
Email: nurhayatibizzy@yahoo.com
Address: FKIP Unsri Jl. Raya Palembang-Prabumulih Km 32 Inderalaya Ogan Ilir
Abstract: The data shows the low quality of education of Indonesian
generally in Indonesia and particularly in the District Banyuasin and Musi
Banyuasin. The low quality of education can be seen from the mastery of
various competencies in the Indonesian language subjects tested
nationally. Therefore, it is necessary to investigate the root causes based
on the possible factors causing the low quality of alternatives and
solutions. Thus, the purpose of this study as follows. (1) Reveal map of
each high school student competence in the subject the subject of the
Indonesian language. (2) Disclose the factors that cause students do not
master a certain subject on the subjects of the Indonesian language. (3)
Finding an alternative formulation of solutions to increase student
competence in the eyes of Indonesian language study. (4) Formulate the
implementation of problem-solving model to include a range of relevant
institutions. This research method is a method of policy research. This
policy research begins with the collection of data relating to the mapping
of high school students the basic competence of Indonesian language
subjects tested nationally. Of basic competency mapping is searched for a
variety of factors that cause students do not master the competencies and
look for alternative solutions to the formulation of final recommendations.
Keywords: Indonesian, basic competency mapping, resolution model,
recommendation.
INTRODUCTION
Indonesian is the official language in education from primary schools to
universities in Indonesia. All subjects / courses except English subjects are presented in the
Indonesian language. Given the importance of the role, the Indonesian language became
one of the main subjects in elementary school through high school. In college, the
Indonesian language became compulsory subjects that must be followed by students. In
addition, in primary school to upper secondary school level, Indonesian subjects received a
considerable portion of hours in a week.
Basically Indonesian subjects from primary school until the college has a goal to
puff on a skilled-speaking students. Language skills which includes four areas of listening,
speaking, reading, and writing. These four skills are intended to explicitly spelled out in
the Indonesian language curriculum that Mata Education Unit Level Curriculum.
On the other hand, the capabilities of the students in the Indonesian language seems
to have shown an encouraging situation from year to year. There is only a small part of
Elementary school, junior high school, and high school student in Indonesia that can use
the language properly and correctly. It can be seen from the posts made by them when they
entered the writing competition organized by Tempo magazine. The contestants came from
27 provinces in Indonesia. Most of the students from all three levels of the school is
extremely worrying. Students have not been able to use the rules of spelling correctly,
choosing the right words, using the rules of good grammar, and have not been able to
construct a sentence properly. It can be concluded that the quality control of Indonesian
students in Indonesia are low (Chaer cited Nurhayati, 2009a).
From various studies have shown that the ability of elementary school students to
high school students in the Indonesian language is low. Low language skills are not only
portrayed in four aspects of language skills including listening, reading, speaking, and
writing, but also can be seen from the national test scores (Nurhayati, 2007; Nurhayati,
2009b).
In particular, for the District Banyuasin and Musi Banyuasin need to be observed
the following phenomenon. Although the results of national examinations (UN) high
school (SMA) a high graduation rate for each competency area but some are still far below
the national average.
Here presented data from the UN National Education Standards Agency (BNSP) in
2009/2010 in the District Banyuasin and Musi Banyuasin.
Table 1
Subject competence is less absorption rate
Subject
competence Less absorption rate
Indonesian
Determining the main idea, determining the mean content of the
poem, complete the appropriate standard words, determine the
appropriate adjective phrase to complete a paragraph,
determining the sentence novel or short story criticism.
The source of the Center for Educational Assessment Research and Development National
Standards Directorate General of Higher Education.
From the above table it can be argued that there are many competencies that
students have not mastered. Failure to master these competencies by students is an early
indicator of low quality of output from high school. Some factors that may be the cause of
the failure of indicators to produce graduates who have the skills required by industry
workers, graduates have a competitive competencies are as follows. First, the quality of the
learning process a low, low school management, community schools do not provide a
trigger to increase the competence of students. Second, schools are not implementing
school-based management. Third, the learning support facilities are inadequate or not fully
utilized. Fourth, government policy in this case the district government has not touched the
root of the problems that exist in the area.
Based on the facts about the low quality of education both nationally and regionally
is necessary to find the root cause of both aspects of internal and external aspects and
alternative-an alternative solution. Especially in the District Banyuasin and Musi
Banyuasin, it is necessary to investigate the root causes based on the possible factors
causing the low quality of learning Indonesian as described previously and the solution
alternatives.
Respect to the purposes of this investigation in an integrated and comprehensive,
this study aimed to review the policy with the problems of "what is the dominant factor
causing the low quality of Indonesian teaching high school level (high school) in the
District Banyuasin and Musi Banyuasin based on mastery of competencies in each subject
and what alternatives to the solution ". Thus, the purpose of the mapping research and
development of quality learning Indonesian is as follows. (1) Reveal map of each high
school student competence in the subject the subject of the Indonesian language. (2)
Disclose the factors causing students do not master a certain subject on the subjects of the
Indonesian language. (3) Finding an alternative formulation of solutions to increase student
competence in the eyes of Indonesian language study. (4) Formulate the implementation of
problem-solving model to include a range of relevant institutions.
METHODS
The Type of Research
This type of study is a research policy is one of the types of descriptive research.
Policy research aimed at in this study is to gather information in a comprehensive effort to
formulate a policy. This policy research begins with the collection of data relating to the
mapping of the basic competencies of high school students on subjects Indonesian. Of
basic competency mapping is searched for a variety of factors that cause students do not
master the competencies and look for alternative solutions to the formulation of final
recommendations.
Data Collection and Analysis Techniques
The technique used in this research is the study of documentation, interviews,
Focus Group Discussion (FGD), and questionnaires. Data analysis techniques carried out a
descriptive qualitative and quantitative. Descriptive qualitative techniques for analyzing
the data based on the results of the study documentation, interviews, and focus group
discussion. Meanwhile, the results data of questionnaires is described and percentage.
Research procedures
Research procedures can be viewed at the following flow chart.
Activity
Data
Collection
Technique
Competency
Map
•Studi Doc.
(The Result
of UN)
The Cause Factors
Identification
• Interview
Alternative Solving
Identification
• FGD
• Deep
Interview
•Questionnaire
• Studi Doc.
•Observati
Result
Competency
Map of Student
and Teacher
Cause
factors
Model Solving and
Alternative
Figure 1
Cycle Figure of Research Procedure
RESULTS AND DISCUSSION
Description of Implementation Research
The spread of questionnaires carried out in two districts ie District Banyuasin and
Musi Banyuasin on September 22, 2011. Meanwhile, implementation of FGD in District
Banyuasin conducted on 26 September 2011 which took place in SMA N 1 Banyuasin III.
Implementation of FGD in Musi Banyuasin conducted on 29 September 2011 which took
place in SMA N 2 Sekayu. The parties involved in the implementation of FGD is the
principal, vice principal, treasurer, and subject teachers Indonesian. Collecting data from
both questionnaires and focus group aimed to attract high school students' competency
map, the factors leading to high school students fail to master a certain subject, and
alternative solutions to improve the competence of high school students.
Subject Competency Map Indonesian Language and Banyuasin Banyuasin District
Map of subject competence of Indonesian in District Banyuasin and Musi Banyuasin can
be seen in the following table
Table 2
Subject Competence is Less Absorption Rate
Subjecct
Competence Less Absorption Rate
Indonesian
Determining the main idea of the paragraph, determine the explanatory
sentences that do not support the main sentence, determine the content
of paragraph conclusion, determining conclusions on the information
content of data/content graphs/charts/tables, determine the purpose and
poetic imagery, to determine the opening sentence cover letter
referring to job advertisements , determine the sentence of reviews that
state weakness/excellence according to the explanation of literary
works, determining the point of view the story, decide the plot,
determine fact and opinion sentences, develop paragraphs to make it
coherent paragraphs, analyze the intrinsic elements of short stories/
novels such as determining the character/disposition (antagonist and
protagonist), determine the sentence novel or short story criticism, and
determine the images.
Contributing Factors
The following problems in the field and put forward solutions that can be done in
order to solve the problem.
Table 3
Factors Contributing to Lack of Student Competencies and Solution
Contributing Factors to the Field
• The strategies teachers use less varied,
rarely used a variety of learning media.
• Lack of training using the media /
props.
• Teachers not speak KIT practicum in
the
lab.
• MGMP does not (not active) and
some have not been established
Solution
• Training of varied teaching strategies
for teachers and to engage students to be
active. Training involves a variety of
learning strategies appropriate to the
learning objectives. Training also
includes use of a variety of learning
media. Training should be continuous.
• The group was revived and formed
MGMP MGMP group of subjects that
• Competence of teachers lacking in did not exist.
substance.
• Competence of teachers in the field of
• Lack of teacher competence in substance and the assessment needs to be
assessment aspects.
primarily concerned with the problematic
components.
• Teachers do not teach according to
• Availability of teachers in accordance
educational background.
with their educational background.
•
Facilities
and
infrastructure
• Learning facilities are provided to
incomplete
support the implementation of the
• Students who are less active and less
motivated to read.
maximum learning.
• Problems UN long and multiple
answers.
• Lack of parental support, especially
for schools that have not been
accredited.
• Problems UN should consider the
principles of good questions.
Development
Model
of
• There is cooperation between schools,
Education, and parents.
Learning
Quality
Improvement
From the description that has been presented above can be concluded that there are major
problems in the field with a number of alternative solutions. If reformulated, the main
problems that occur in the field is as follows.
1. In the aspect of Teacher
a. Lack of professional competence. Teachers lack the competencies to master a variety of
subjects relating to the substance. This is caused by the lack of deepening of the substance
/material on the part of teachers. Meanwhile, developing learning materials generally. In
addition, the teacher is not master IT. Development of science both at the level of verbal
information and the level of intellectual and psychomotor skills should be explored by
teachers in the control of IT.
b. Lack of pedagogical competence. Overall, teachers recognize their skills in the mastery
and application of various strategies/models/methods. Selected strategies that can enable
the involvement of students. So it is necessary to the development in the field of media and
the use of learning as a whole.
2. In the aspect of Infrastructures
From the data obtained in mind the lack of facilities and infrastructure, especially in
schools accredited B, C, and have not been accredited. Completeness as a book that
became a source of learning and language laboratories. In addition, the lack of facilities
such as LCD and hotspot which essentially help efforts to improve the quality of learning
that ultimately enhance the achievement of the competence of students.
3. Activation/formation MGMP
MGMP group in the eyes of Indonesian language teaching is essentially already
there. However, today no longer heard the echo MGMP. This is unfortunate because
through MGMP teachers can share and draw from a variety of knowledge and hone the
various skills associated not only with professional competence but also with pedagogical
competence.
Of the factors that cause the above can be given advice on model development in
order to improve the quality of learning that could ultimately improve the diverse estuary
basic competencies of high school students (chart 2).
LPTK
Rencana
LPMP
- Perancangan
- Tenaga Ahli
- Instruktur
PEMERINTAH DAERAH
-
Anggaran
Sarana/Prasarana
Pengadaan Guru
Mobilisasi Peserta
Peserta
TOT
KURIKULUM
Materi
Strategi
Media
- Guru Inti
- Guru Potensial
- Pengawas
Perangkat
Pembelajaran
Instruktur MGMP
MONEV
Pelaksanaan
Kegiatan MGMP
DANA/DAYA
Keluaran
Adanya Peningkatan
Mutu Pembelajaran
LPTK/LPMP
Monev
Berkelanjutan
Pengawas
Mapel
Figure 2 Model of Learning Development Quality Improvement
Recommendations are given involving the various agencies. Institutions that are
directly related to the implementation of quality assurance of educational efforts which
LPMP (Education Quality Assurance Agency) assisted LPTK (Education Personnel) and
the Government as well as institutions that are directly related to improving the quality of
education in the region.
LPMP LPTK working with trainers in charge of designing this curriculum ToT.
ToT curriculum in a variety of things that is related to the grinding of a teacher's
professional skills competency regarding both the professional and pedagogical
competence.
In addition, LPMP and LPTK provide expertise both of the elements LPTK, LPMP,
and teachers are the core of each subject. Experts from LPTK, LPMP, and an instructor at
the core teachers ToT activities.
The remote government as funder to help in the realization of the program. Local
government participants mobilize the core of each subject teachers or potential teachers of
subjects as well as supervisors. ToT is the instructor MGMP output that will be able to
reactivate or empower MGMP each subject or form MGMP on certain subjects that did not
exist during the time in the district. MGMP will be the spearhead of an increasing mastery
of the material (either in relation to the basic material, application materials, and materials
development), increasing the ability of PBM applications, as well as the empowerment of
teachers in other educational innovations.
For quality assurance monitoring of the implementation of MGMP held MGMP
conducted jointly by the LPMP, LPTK, and regulatory subjects. Local Government is a
party to the obligation of the implementation of facilities / infrastructure in schools in their
area. Facilities / infrastructure in the form of books to learn, LCD, language labs, and
hotspots.
CONCLUSIONS AND RECOMMENDATIONS
Conclusion
From the description that has been said earlier conclusions can be stated as follows.
The existence of basic competencies that have not mastered high school students in nine
subjects tested nationally. The weak absorption of the various competencies of students is a
representation of the various factors in the field. Causative factors can be grouped into
three terms. First, the weakness of the aspects of the teacher. Teachers have a lack of
professional competence related to, among others, teachers' lack of understanding of the
material he teaches primarily concerned with the basic competencies tested. Second, a
weakness in the aspect of teachers' pedagogical competence. Aspects related to
pedagogical competence of teachers can be characterized by a lack of control of a variety
of strategies / methods / learning model that can enable students in the learning process. In
addition, teachers are less expert in various media including the lack of control of IT
learning, authentic assessment, and or other learning tools.
In addition, the group MGMP not running optimally. The problems that became no
less important is the lack of facilities and infrastructure to be a decisive aspect of the
emergence of constraints in the field. Given that all of the research team development
model put forward recommendations in order to improve the basic competencies for
students in the Indonesian language subjects tested nationally.
Recommendations
The suggestion that can be explained to the research results as follows.
Given the increasing importance of the basic competencies that need to be tested nationally
continuous efforts of various parties. The parties involved in the LPMP, LPTK, and local
government. LPMP as a technical unit Ministry of Education carry out quality assurance of
education in its implementation may be assisted by experts from universities (LPTK).
Government party had a role is important because ultimately improving the quality of
education is in its responsibilities. The effort is good synergy of these three elements of
planning, implementation and supervision is needed in order to improve the quality of
education.
Acknowledgments
Thanks to Unsri Research Institute, The Dean of Teaching and Education Faculty
of Unsri, Banyuasin district government and Musi Banyuasin district government which
have facilitated the implementation of this research. Similarly, thanks go to the school
principal, vice principal, treasurer, and the subject teachers who are in the two districts that
have taken the time to collect data in both the interview data, questionnaires and FGD.
Expressed gratitude to the Directorate General of Education Ministry of National
Education who has funded this research. Furthermore without good cooperation among
researchers in the group, this study accomplished both of making abstruse proposals,
preparation of research instruments, data collection, data description, to the establishment
of the implementation of problem-solving model to include a variety of relevant
institutions.
REFERENCES
Percentage of National Exam Questions Material Control SMA / MA Academic Year
2008/2009. (2009). Center for Educational Assessment. Research and Development
of National Standards Directorate General of Higher Education.
Regulation of the Minister of National Education Republic of Indonesia Number 22 Year
2006
of Content Standards for Primary and Secondary Education Unit. (2006). Retrieved
from
wordpress.com
http://smpn.singaraja
on
February
3,
2011.
Syllabus Development Guide Lesson Indonesian Junior High School. (2006). Ministry of
National Education Directorate General of Primary and Secondary Pendidian
Management Directorate of Junior Secondary School.
Marvell. (2010). Lack of interest to learn Indonesian.
http://pendidikan.infogue.com on February 20, 2012.
Retrieved
from
Indonesian considered too difficult. (2011, May 24). Kompas. Retrieved from
http://edukasi.kompas.com/read/2011/05/24/1331355 on February 20, 2012.
Nurhayati. (2007). Penggunaan strategi suggestopedia dapat meningkatkan kemampuan
siswa menulis cerpen. Lingua: Jurnal Bahasa dan Sastra, 8 (2) :148-166.
Nurhayati. (2009, October). Studi kasus dalam penggunaan silabus bahasa Indonesia di
Kota Palembang: Antara harapan dan kenyataan. Papers presented in National
Seminar on Language and Literature at the University of Srivijaya.
Nurhayati. (2009). Development of syllabus learning the Indonesian language for junior
high school in the city of Palembang. Jurnal Pendidikan Bahasa dan Sastra, 8 (16)
:14-39.
Nurhayati; Somakim; Santoso, LM; Rosmalina, I.; Fatimah, S.; Taufiq;. . . & Ermayanti.
(2011). Pemetaan dan pengembangan mutu pendidikan SMA di Kabupaten
Banyuasin dan Kabupaten Musi Banyuasin Provinsi Sumatera Selatan (Research
Report 2011). Guidance and Counseling University of Srivijaya.
INDONESIAN SUBJECT AT SENIOR HIGH SCHOOL
By:
Dr. Nurhayati, M. Pd.
Email: nurhayatibizzy@yahoo.com
Address: FKIP Unsri Jl. Raya Palembang-Prabumulih Km 32 Inderalaya Ogan Ilir
Abstract: The data shows the low quality of education of Indonesian
generally in Indonesia and particularly in the District Banyuasin and Musi
Banyuasin. The low quality of education can be seen from the mastery of
various competencies in the Indonesian language subjects tested
nationally. Therefore, it is necessary to investigate the root causes based
on the possible factors causing the low quality of alternatives and
solutions. Thus, the purpose of this study as follows. (1) Reveal map of
each high school student competence in the subject the subject of the
Indonesian language. (2) Disclose the factors that cause students do not
master a certain subject on the subjects of the Indonesian language. (3)
Finding an alternative formulation of solutions to increase student
competence in the eyes of Indonesian language study. (4) Formulate the
implementation of problem-solving model to include a range of relevant
institutions. This research method is a method of policy research. This
policy research begins with the collection of data relating to the mapping
of high school students the basic competence of Indonesian language
subjects tested nationally. Of basic competency mapping is searched for a
variety of factors that cause students do not master the competencies and
look for alternative solutions to the formulation of final recommendations.
Keywords: Indonesian, basic competency mapping, resolution model,
recommendation.
INTRODUCTION
Indonesian is the official language in education from primary schools to
universities in Indonesia. All subjects / courses except English subjects are presented in the
Indonesian language. Given the importance of the role, the Indonesian language became
one of the main subjects in elementary school through high school. In college, the
Indonesian language became compulsory subjects that must be followed by students. In
addition, in primary school to upper secondary school level, Indonesian subjects received a
considerable portion of hours in a week.
Basically Indonesian subjects from primary school until the college has a goal to
puff on a skilled-speaking students. Language skills which includes four areas of listening,
speaking, reading, and writing. These four skills are intended to explicitly spelled out in
the Indonesian language curriculum that Mata Education Unit Level Curriculum.
On the other hand, the capabilities of the students in the Indonesian language seems
to have shown an encouraging situation from year to year. There is only a small part of
Elementary school, junior high school, and high school student in Indonesia that can use
the language properly and correctly. It can be seen from the posts made by them when they
entered the writing competition organized by Tempo magazine. The contestants came from
27 provinces in Indonesia. Most of the students from all three levels of the school is
extremely worrying. Students have not been able to use the rules of spelling correctly,
choosing the right words, using the rules of good grammar, and have not been able to
construct a sentence properly. It can be concluded that the quality control of Indonesian
students in Indonesia are low (Chaer cited Nurhayati, 2009a).
From various studies have shown that the ability of elementary school students to
high school students in the Indonesian language is low. Low language skills are not only
portrayed in four aspects of language skills including listening, reading, speaking, and
writing, but also can be seen from the national test scores (Nurhayati, 2007; Nurhayati,
2009b).
In particular, for the District Banyuasin and Musi Banyuasin need to be observed
the following phenomenon. Although the results of national examinations (UN) high
school (SMA) a high graduation rate for each competency area but some are still far below
the national average.
Here presented data from the UN National Education Standards Agency (BNSP) in
2009/2010 in the District Banyuasin and Musi Banyuasin.
Table 1
Subject competence is less absorption rate
Subject
competence Less absorption rate
Indonesian
Determining the main idea, determining the mean content of the
poem, complete the appropriate standard words, determine the
appropriate adjective phrase to complete a paragraph,
determining the sentence novel or short story criticism.
The source of the Center for Educational Assessment Research and Development National
Standards Directorate General of Higher Education.
From the above table it can be argued that there are many competencies that
students have not mastered. Failure to master these competencies by students is an early
indicator of low quality of output from high school. Some factors that may be the cause of
the failure of indicators to produce graduates who have the skills required by industry
workers, graduates have a competitive competencies are as follows. First, the quality of the
learning process a low, low school management, community schools do not provide a
trigger to increase the competence of students. Second, schools are not implementing
school-based management. Third, the learning support facilities are inadequate or not fully
utilized. Fourth, government policy in this case the district government has not touched the
root of the problems that exist in the area.
Based on the facts about the low quality of education both nationally and regionally
is necessary to find the root cause of both aspects of internal and external aspects and
alternative-an alternative solution. Especially in the District Banyuasin and Musi
Banyuasin, it is necessary to investigate the root causes based on the possible factors
causing the low quality of learning Indonesian as described previously and the solution
alternatives.
Respect to the purposes of this investigation in an integrated and comprehensive,
this study aimed to review the policy with the problems of "what is the dominant factor
causing the low quality of Indonesian teaching high school level (high school) in the
District Banyuasin and Musi Banyuasin based on mastery of competencies in each subject
and what alternatives to the solution ". Thus, the purpose of the mapping research and
development of quality learning Indonesian is as follows. (1) Reveal map of each high
school student competence in the subject the subject of the Indonesian language. (2)
Disclose the factors causing students do not master a certain subject on the subjects of the
Indonesian language. (3) Finding an alternative formulation of solutions to increase student
competence in the eyes of Indonesian language study. (4) Formulate the implementation of
problem-solving model to include a range of relevant institutions.
METHODS
The Type of Research
This type of study is a research policy is one of the types of descriptive research.
Policy research aimed at in this study is to gather information in a comprehensive effort to
formulate a policy. This policy research begins with the collection of data relating to the
mapping of the basic competencies of high school students on subjects Indonesian. Of
basic competency mapping is searched for a variety of factors that cause students do not
master the competencies and look for alternative solutions to the formulation of final
recommendations.
Data Collection and Analysis Techniques
The technique used in this research is the study of documentation, interviews,
Focus Group Discussion (FGD), and questionnaires. Data analysis techniques carried out a
descriptive qualitative and quantitative. Descriptive qualitative techniques for analyzing
the data based on the results of the study documentation, interviews, and focus group
discussion. Meanwhile, the results data of questionnaires is described and percentage.
Research procedures
Research procedures can be viewed at the following flow chart.
Activity
Data
Collection
Technique
Competency
Map
•Studi Doc.
(The Result
of UN)
The Cause Factors
Identification
• Interview
Alternative Solving
Identification
• FGD
• Deep
Interview
•Questionnaire
• Studi Doc.
•Observati
Result
Competency
Map of Student
and Teacher
Cause
factors
Model Solving and
Alternative
Figure 1
Cycle Figure of Research Procedure
RESULTS AND DISCUSSION
Description of Implementation Research
The spread of questionnaires carried out in two districts ie District Banyuasin and
Musi Banyuasin on September 22, 2011. Meanwhile, implementation of FGD in District
Banyuasin conducted on 26 September 2011 which took place in SMA N 1 Banyuasin III.
Implementation of FGD in Musi Banyuasin conducted on 29 September 2011 which took
place in SMA N 2 Sekayu. The parties involved in the implementation of FGD is the
principal, vice principal, treasurer, and subject teachers Indonesian. Collecting data from
both questionnaires and focus group aimed to attract high school students' competency
map, the factors leading to high school students fail to master a certain subject, and
alternative solutions to improve the competence of high school students.
Subject Competency Map Indonesian Language and Banyuasin Banyuasin District
Map of subject competence of Indonesian in District Banyuasin and Musi Banyuasin can
be seen in the following table
Table 2
Subject Competence is Less Absorption Rate
Subjecct
Competence Less Absorption Rate
Indonesian
Determining the main idea of the paragraph, determine the explanatory
sentences that do not support the main sentence, determine the content
of paragraph conclusion, determining conclusions on the information
content of data/content graphs/charts/tables, determine the purpose and
poetic imagery, to determine the opening sentence cover letter
referring to job advertisements , determine the sentence of reviews that
state weakness/excellence according to the explanation of literary
works, determining the point of view the story, decide the plot,
determine fact and opinion sentences, develop paragraphs to make it
coherent paragraphs, analyze the intrinsic elements of short stories/
novels such as determining the character/disposition (antagonist and
protagonist), determine the sentence novel or short story criticism, and
determine the images.
Contributing Factors
The following problems in the field and put forward solutions that can be done in
order to solve the problem.
Table 3
Factors Contributing to Lack of Student Competencies and Solution
Contributing Factors to the Field
• The strategies teachers use less varied,
rarely used a variety of learning media.
• Lack of training using the media /
props.
• Teachers not speak KIT practicum in
the
lab.
• MGMP does not (not active) and
some have not been established
Solution
• Training of varied teaching strategies
for teachers and to engage students to be
active. Training involves a variety of
learning strategies appropriate to the
learning objectives. Training also
includes use of a variety of learning
media. Training should be continuous.
• The group was revived and formed
MGMP MGMP group of subjects that
• Competence of teachers lacking in did not exist.
substance.
• Competence of teachers in the field of
• Lack of teacher competence in substance and the assessment needs to be
assessment aspects.
primarily concerned with the problematic
components.
• Teachers do not teach according to
• Availability of teachers in accordance
educational background.
with their educational background.
•
Facilities
and
infrastructure
• Learning facilities are provided to
incomplete
support the implementation of the
• Students who are less active and less
motivated to read.
maximum learning.
• Problems UN long and multiple
answers.
• Lack of parental support, especially
for schools that have not been
accredited.
• Problems UN should consider the
principles of good questions.
Development
Model
of
• There is cooperation between schools,
Education, and parents.
Learning
Quality
Improvement
From the description that has been presented above can be concluded that there are major
problems in the field with a number of alternative solutions. If reformulated, the main
problems that occur in the field is as follows.
1. In the aspect of Teacher
a. Lack of professional competence. Teachers lack the competencies to master a variety of
subjects relating to the substance. This is caused by the lack of deepening of the substance
/material on the part of teachers. Meanwhile, developing learning materials generally. In
addition, the teacher is not master IT. Development of science both at the level of verbal
information and the level of intellectual and psychomotor skills should be explored by
teachers in the control of IT.
b. Lack of pedagogical competence. Overall, teachers recognize their skills in the mastery
and application of various strategies/models/methods. Selected strategies that can enable
the involvement of students. So it is necessary to the development in the field of media and
the use of learning as a whole.
2. In the aspect of Infrastructures
From the data obtained in mind the lack of facilities and infrastructure, especially in
schools accredited B, C, and have not been accredited. Completeness as a book that
became a source of learning and language laboratories. In addition, the lack of facilities
such as LCD and hotspot which essentially help efforts to improve the quality of learning
that ultimately enhance the achievement of the competence of students.
3. Activation/formation MGMP
MGMP group in the eyes of Indonesian language teaching is essentially already
there. However, today no longer heard the echo MGMP. This is unfortunate because
through MGMP teachers can share and draw from a variety of knowledge and hone the
various skills associated not only with professional competence but also with pedagogical
competence.
Of the factors that cause the above can be given advice on model development in
order to improve the quality of learning that could ultimately improve the diverse estuary
basic competencies of high school students (chart 2).
LPTK
Rencana
LPMP
- Perancangan
- Tenaga Ahli
- Instruktur
PEMERINTAH DAERAH
-
Anggaran
Sarana/Prasarana
Pengadaan Guru
Mobilisasi Peserta
Peserta
TOT
KURIKULUM
Materi
Strategi
Media
- Guru Inti
- Guru Potensial
- Pengawas
Perangkat
Pembelajaran
Instruktur MGMP
MONEV
Pelaksanaan
Kegiatan MGMP
DANA/DAYA
Keluaran
Adanya Peningkatan
Mutu Pembelajaran
LPTK/LPMP
Monev
Berkelanjutan
Pengawas
Mapel
Figure 2 Model of Learning Development Quality Improvement
Recommendations are given involving the various agencies. Institutions that are
directly related to the implementation of quality assurance of educational efforts which
LPMP (Education Quality Assurance Agency) assisted LPTK (Education Personnel) and
the Government as well as institutions that are directly related to improving the quality of
education in the region.
LPMP LPTK working with trainers in charge of designing this curriculum ToT.
ToT curriculum in a variety of things that is related to the grinding of a teacher's
professional skills competency regarding both the professional and pedagogical
competence.
In addition, LPMP and LPTK provide expertise both of the elements LPTK, LPMP,
and teachers are the core of each subject. Experts from LPTK, LPMP, and an instructor at
the core teachers ToT activities.
The remote government as funder to help in the realization of the program. Local
government participants mobilize the core of each subject teachers or potential teachers of
subjects as well as supervisors. ToT is the instructor MGMP output that will be able to
reactivate or empower MGMP each subject or form MGMP on certain subjects that did not
exist during the time in the district. MGMP will be the spearhead of an increasing mastery
of the material (either in relation to the basic material, application materials, and materials
development), increasing the ability of PBM applications, as well as the empowerment of
teachers in other educational innovations.
For quality assurance monitoring of the implementation of MGMP held MGMP
conducted jointly by the LPMP, LPTK, and regulatory subjects. Local Government is a
party to the obligation of the implementation of facilities / infrastructure in schools in their
area. Facilities / infrastructure in the form of books to learn, LCD, language labs, and
hotspots.
CONCLUSIONS AND RECOMMENDATIONS
Conclusion
From the description that has been said earlier conclusions can be stated as follows.
The existence of basic competencies that have not mastered high school students in nine
subjects tested nationally. The weak absorption of the various competencies of students is a
representation of the various factors in the field. Causative factors can be grouped into
three terms. First, the weakness of the aspects of the teacher. Teachers have a lack of
professional competence related to, among others, teachers' lack of understanding of the
material he teaches primarily concerned with the basic competencies tested. Second, a
weakness in the aspect of teachers' pedagogical competence. Aspects related to
pedagogical competence of teachers can be characterized by a lack of control of a variety
of strategies / methods / learning model that can enable students in the learning process. In
addition, teachers are less expert in various media including the lack of control of IT
learning, authentic assessment, and or other learning tools.
In addition, the group MGMP not running optimally. The problems that became no
less important is the lack of facilities and infrastructure to be a decisive aspect of the
emergence of constraints in the field. Given that all of the research team development
model put forward recommendations in order to improve the basic competencies for
students in the Indonesian language subjects tested nationally.
Recommendations
The suggestion that can be explained to the research results as follows.
Given the increasing importance of the basic competencies that need to be tested nationally
continuous efforts of various parties. The parties involved in the LPMP, LPTK, and local
government. LPMP as a technical unit Ministry of Education carry out quality assurance of
education in its implementation may be assisted by experts from universities (LPTK).
Government party had a role is important because ultimately improving the quality of
education is in its responsibilities. The effort is good synergy of these three elements of
planning, implementation and supervision is needed in order to improve the quality of
education.
Acknowledgments
Thanks to Unsri Research Institute, The Dean of Teaching and Education Faculty
of Unsri, Banyuasin district government and Musi Banyuasin district government which
have facilitated the implementation of this research. Similarly, thanks go to the school
principal, vice principal, treasurer, and the subject teachers who are in the two districts that
have taken the time to collect data in both the interview data, questionnaires and FGD.
Expressed gratitude to the Directorate General of Education Ministry of National
Education who has funded this research. Furthermore without good cooperation among
researchers in the group, this study accomplished both of making abstruse proposals,
preparation of research instruments, data collection, data description, to the establishment
of the implementation of problem-solving model to include a variety of relevant
institutions.
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