Kontribusi kompetensi guru matematika SMP terhadap prestasi belajar siswa

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 achievementAbstractThis 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.