Mathematics teacher performance based on student’s perception and learning achievement by applying structural equation modeling approach

Abstract

The purpose of this study was to obtain a model of students ‘perceptions on the level of performance of mathematics teachers and to describe the relationship of pedagogical, professional, social and personal competencies to students’ final tes (UAS) grade by applying Structural Equation Modeling data analysis techniques. It is a statistical analysis technique applied to construct and to evaluate statistical models which form of causal models. The population of this study was all junior high school students in Merauke City, Papua. The study sampling technique was proportional random sampling continued to simple random sampling. The number of samples obtained was 436 students. The data was collected by distributing questionnaires of students’ perceptions of mathematics teachers consisting of 31 items. The questionnaires form a Likert scale. Based on the analysis, it obtained the model final test grade = 0.317 pedagogical - 0.085 professional + 0.059 personal - 0.138 social + e33. The study concludes that pedagogical and personal competencies influence the students’ final test grades as well as each of the indicator. To improve student learning achievement, mathematics teachers need to enhance their pedagogical and personal competencies.