Competency of Chemistry Teachers Based on Self-Evaluation to Plan the Chemistry Teacher Training Strategy in Palu City, Central Sulawesi

K Walanda Daud ,Kasmudin Mustapa ,Abdul Rasyid Fakhrun Gani ,Anang Wahid M Diah

doi:10.7176/jep/11-6-11

Abstract

The purpose of this study was to obtain an overview of the pedagogical, personal, social and professional competence of chemistry teachers in Palu City. This study used descriptive method with document study and interview techniques. The results of study showed the competency of chemistry teachers in Palu City was 74. The pedagogical competency score was 71 with the implementation of assessment, process evaluation, and learning outcomes with a value of 66 as a low sub competency. The personality competency score was 81 with self-presentation as a stable, stable, fair and authoritative person with a score of 77 as a low sub competency. Social competence score was 74 with communication with the professional community itself and other professions verbally and in writing or other forms with a value of 67 as a low sub competency. The professional competence score was 70 in the development of professionalism on an ongoing basis by taking reflective actions with a value of 66 as a low sub competency. The number of chemistry teachers who still need to improve pedagogical competence was 33 (87%), in personality competence was 15 (61%), in social competence was 25 (66%), and in professional competence was 33 (87%). It can be concluded that strategies to increase the competency of chemistry teachers in Palu City were direct mentoring by school principals and supervisors, training at the MGMP level, Education Office, LPMP, P4TK and LPTK, IHT, Workshop, and Technical guidance. The presentation model of training material is connected, scientific and character . Keywords : competency, mapping, self-evaluation, chemistry teachers DOI: 10.7176/JEP/11-6-11 Publication date: February 29 th 2020

Highlights

Chemistry study program, Faculty of Teacher Training and Education, Tadulako University, City of Palu, Central Sulawesi, Indonesia
Interviews were conducted with chemistry teacher supervisors in Palu City on the self-evaluation data and chemistry teacher training strategies
Pedagogic competency mapping is conducted to evaluate the quality of education on target and evenly so that education mapping is very important to see the quality of education in an area (Hartono et al, 2013)

Summary

RESEARCH METHOD

This study was conducted for 3 months, from December 2018 to February 2019. This study used descriptive methods. A document study was conducted on 38 chemistry teachers from 10 high schools in Palu City. Interviews were conducted with chemistry teacher supervisors in Palu City on the self-evaluation data and chemistry teacher training strategies. Quantitative data analysis was performed in a descriptive form. Descriptive analysis was intended to describe data in the form of averages, percentages and frequency distributions of teacher competency mapping. This analysis was intended to formulate a strategy that must be carried out in implementing chemistry teacher training in Palu City. The grouping of chemistry teachers as a result of self-evaluation in the frequency distribution was divided into 2 groups, namely groups with a score above and below 80

RESULTS AND DISCUSSION

1.10 Perform reflective action to improve the quality of learning

Uphold the code of ethics of the teaching profession

Utilize information and communication technology in self-development

CONCLUSION