Kontribusi kompetensi guru matematika SMP terhadap prestasi belajar siswa

Tika Abri Astuti, Jailani Jailani
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引用次数: 2

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kontribusi kompetensi guru matematika SMP terhadap prestasi belajar siswa. Kompetensi guru dikelompok­kan ke dalam empat ranah, yaitu kompetensi pedagogik, profesional, sosial, dan kepribadian. Penelitian ini merupakan penelitian survei. Data penelitian dikum­pulkan melalui angket, data sekunder hasil Ujian Kompetensi Guru (UKG) tahun 2015, dan nilai UAS siswa kelas VII tahun ajaran 2016/2017. Populasi penelitian adalah guru matematika SMP di Kabupaten Sleman dengan sampel pene­litian sebanyak 72 guru. Sampel ditentukan dengan proportional random sam­pling. Untuk mengetahui hubungan antara variabel kompetensi guru dan pres­tasi belajar siswa digunakan analisis Partial Least Squares Structural Equation Modeling (PLS-SEM). Hasil penelitian mengungkapkan bahwa: (1) kompe­tensi guru dapat menjelaskan prestasi belajar siswa sebesar 44,7%; (2) terdapat kontribusi positif dan signifikan antara kompetensi pedagogik dan kom­petensi profesional terhadap prestasi belajar siswa dengan nilai prediksi secara bertu­rut-turut yaitu 0,247 (t = 1,97, p 0,05) dan 0,248 (t = 2,343, p 0,05); dan (3) kompetensi sosial dan kepribadian tidak berpengaruh signifikan ter­hadap pres­tasi belajar siswa dengan nilai prediksi secara berturut-turut yaitu 0,227 (t = 1,316, p 0,05) dan 0,070 (t = 0,410, p 0,05) Contribution of junior high school mathematics teacher competence on student’s achievementAbstractThis research aimed to describe the contribution of junior high school mathe­matics teacher competence to student achievement. Teacher competence was grouped into four domains, namely pedagogic, professional, social, and perso­nality. This research was survey research. The research data was collected through a questionnaire, secondary data on the 2015 teacher com­petency exa­mination results, and the seventh-grade students’ final school exa­mination sco­res for the 2016/2017 academic year. The population was junior high school mathematics teachers in Sleman Regency, Indonesia, with a sample of 72 tea­chers. The sample was determined by proportional random sampling. To deter­mine the relationship between teacher competence and students’ lear­ning achi­evement, we used Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis. The results of the study revealed that: (1) teacher compe­tence could explain students' achievement by 44.7%; (2) there was a positive and significant contribution between pedagogic competence and professional com­petence on students’ achievement with a predictive value of 0.247 (t = 1.97, p 0.05) and 0.248 (t = 2.343, p 0.05), respectively; and (3) social and perso­nality competence did not had a significant effect on student achievement with predictive values of 0.227 (t = 1.316, p 0.05) and 0.070 (t = 0.410, p 0.05), respectively.
SMP数学教师能力对学生成绩的贡献
本研究的目的是描述SMP数学家的能力对学生表现的贡献。教师能力分为四个领域,即教学能力、专业能力、社会能力和个人能力。这项研究是一项调查。研究数据通过卓越、2015年教师能力测试(UKG)的二级数据以及2016/2017年UAS七级学生的价值进行汇总。研究人群是Sleman Chapter的SMP数学家教师,研究样本为72名教师。通过比例随机抽样确定样品。为了找出教师能力变量与学生精度之间的关系,采用偏最小二乘结构方程建模(PLS-SEM)分析。研究结果表明:(1)教师作文对学生成绩的解释率为44.7%;(2) 教学能力和专业能力对学生成绩有积极而显著的贡献,依次预测值为0.247(t=1.97,p0.05)和0.248(t=2.343,p0.05);本研究旨在描述初中数学的贡献教师能力对学生成绩的影响。教师能力分为四个领域,即教育学、专业、社会和个性。这项研究是调查研究。研究数据通过问卷调查、2015年教师考试成绩的二次数据和2016/2017学年七年级学生的期末考试成绩收集。该人群是印度尼西亚Sleman Regency的初中数学茶包,样本为72个茶包。样品采用比例随机抽样法测定。为了确定教师能力与学生学习成绩之间的关系,我们使用偏最小二乘结构方程建模(PLS-SEM)分析。研究结果表明:(1)教师胜任力对学生成绩的解释率为44.7%(2) 教育满意度和专业满意度对学生成绩有显著的正向贡献,预测值分别为0.247(t=1.97,p0.05)和0.248(t=2.343,p0.05);社会和个人能力对学生成绩的影响不显著,预测值分别为0.227(t=1.316,p0.05)和0.070(t=0.410,p0.05)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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