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Jurnal Riset Pendidikan Matematika

Keywords

kompetensi guru, guru matematika, prestasi belajar siswa, pembelajaran matematika, teacher competence, mathematics teacher, student's achievement, mathematics learning

Document Type

Article

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 achievement

Abstract

This 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.

Page Range

241-253

Issue

2

Volume

7

Digital Object Identifier (DOI)

10.21831/jrpm.v7i2.16453

Source

https://journal.uny.ac.id/index.php/jrpm/article/view/16453

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