Professional Development Must Accompany Certification

KOMPAS/RIZA FATHONI

A teacher at SDN 10 Pagi Duren Sawit elementary school in Jakarta teaches her students on Monday (30/4/2018). After receiving training, a number of elementary school teachers prepared with a new curriculum for the 2018/2019 academic year.

JAKARTA, KOMPAS – The lack of learning achievements among students of primary and secondary education is a cause for concern. Education quality should take into account classroom lessons by way of prioritizing the creativity of teachers.

Efforts to improve teachers’ professionalism must not comprise certification program alone. Sustainable professional development and comprehensive improvements on the education system, including on infrastructure and stipulation on teaching hours, are also necessary.

Indonesian Teachers Association (PGRI) chairwoman Unifah Rosyidi said in Jakarta on Monday (30/4/2018) that changes in learning techniques and improvements in terms of the quality of schoolchildren from early childhood to secondary education must begin in classrooms. “Teachers’ role here is significant. Their capacity must be strengthened, including in using information and communication technology,” Unifah said.

According to her, education reform through teachers’ certification must be accompanied with a sustainable professional training and development programs (PKB), which are mostly ignored by the government. The Culture and Education Ministry has a PKB management information system. “However, this just makes teachers busy answering problems. When teachers give the wrong answers, they get bad grades. This is not about helping teachers overcome their weaknesses and training them to be better,” Unifah said.

Professional burden

Zutyarini, who teaches chemistry at SMKN 36 Jakarta public vocation high school, said that the allotment for chemistry classes had been four hours per class up to two years ago. However, the allotment was then reduced to two hours per class. Consequently, she has difficulties in fulfilling the requirement of teaching 24 hours a week.

Previously, Zutyarini could teach in six classes per week to reach the 24-hours-a-week target. Now, with an allotment of only two hours per classroom, she could only teach 12 hours a week at most.

Zutyarini once considered teaching at another school to fulfill the requirement. However, she decided against it as it would take up too much of her time and energy. Eventually, she chose to teach another class, namely Light Vehicle Engineering.

This way, she can add another 12 hours of teaching and fulfill the 24-hours-a-week requirement. She also becomes eligible for a certification allowance, which is equal to her monthly salary and is paid every three months.

On the other hand, teachers are also required to improve students’ character. Zutyarini said that, in line with the 2013 Curriculum, teachers are required to foster at least 12 values in their students, including honesty.

Heru Purnomo, a teacher at SMP 106 Ciracas state middle school in East Jakarta, said it was difficult to implement constantly changing education curriculum, which includes the School-Based Curriculum (KTSP) in 2006 and the 2013 Curriculum.

When the government implemented KTSP, teachers were required to encourage students to be more active in classrooms. As teachers were still learning the ropes of KTSP, the 2013 Curriculum was implemented. The government encouraged teachers to use scientific approaches in teaching. “Teachers are pushed to search and find out more knowledge. Teachers are not trained to do scientific researches so this was quite a mess,” Heru said.

The 2013 Curriculum also required teachers to teach with an analytic approach called “high-order thinking skills” (HOTS). Teachers are required to apply high-order thinking and teach their students to apply the technique. “Students are required to understand knowledge on the levels of analysis, implementation and evaluation,” Hery said.

Jakarta State University education development and quality assurance agency head Totok Bintoro said Indonesia had lots of work to do on account of minimal attention to education issues. Out of the 20 percent of the state budget allotted for education, budget for teachers’ training has never been a priority. This is despite the fact that advanced countries are driven by their superior human resources. In turn, superior human resources will be produced by advanced education system.

(ELN/BKY/MDN/ADY/ILO/JAL/NAR)