process of academic service


extra-curricular teacher / teacher; education personnel; and stakeholders) should really build good self-quality ‘, or in other words’ professional educators and educators’ will be a key factor in the success of self-development programs and student academic services in schools. Especially with regard to educators, the emerging management is’ whether the educators (teachers) that existed have really played a maximum role in the process of student self-development and the process of academic service (learning) in the classroom ?.
Data of Director General of PMPTK in 2006 shows that around ± 26% of teachers in Indonesia who have the potential to have professional qualifications, this is seen from the aspect of academic qualification and the suitability of the field of science that diampu. (Suparno and Waras K, 2007), therefore, the number of teacher certification incompetents from 2006 through the portfolio is quite high. Based on MoNE data, approximately 2.6 million teachers in Indonesia still have 912,505 teachers who are not eligible to teach in the classroom and 15% of them teach not according to their expertise (MoNE, 2006). Looking at the empirical reality shows the quality condition of teachers (teachers) in Indonesia is still far from expectations. In order to improve the quality of the teacher, since 2006 the Indonesian government started to conduct professional teacher certification program. The program as a manifestation of Law no. Law No. 14 of 2005 on Teachers and Lecturers, from the Act is then operationalized in Permendiknas no. 16 of 2007 on the standard of academic qualification and teacher competence.
According to the experts, the low quality of teacher competence is one of the determinants of the failure of students ‘learning process in schools, including the failure of students’ self-development process in schools. Therefore, every teacher, school leaders, government and stakeholders should continue to improve the quality of teacher competence in schools, but it should be understood that the key factor in improving the quality of teacher’s true competence lies in ‘the teacher’s motivation to develop’ (Gordon, T. 1990, Soetjipto and Kosasi, R. 1999). So, although the support from the government, principals and stakeholders is not maximal in an effort to improve the competence of teachers, but if the teacher’s mental attitude remains dynamic, competitive, innovative, visionary and love the development of science, then the teacher will be able to achieve the quality of professional teacher competence (Suparno and Waras K, 2007; Sztompka, 1993), both pedagogic, social, personality, and profession.
Some phenomena occurring in our educational world are still visible, that: (a) the condition of the quality of teacher competence in macro level in all levels of education is still less satisfactory; (b) the quality of out-put (output) of each level of education is still relatively low (UNAS standards below 6.0), and lacks high competitiveness in the community; (c) facilities and educational service facilities in every educational unit are still low in macro level; and (d) the involvement of the community in improving the quality of learning facilities and infrastructure in schools is also relatively low (Atmadi, ed. 2000; Tilaar, 2002). The four empirical realities, proving that the process of self-development and academic services of students in each unit of education assumed not run well. Therefore, in the future, especially teachers as the spearhead in building the quality of self-development and academic quality of the students, are required to be consistent in improving their professional competence (social competence, personality, pedagogy and profession)

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