INTRODUCTION
Educators
must have academic qualifications and competencies as learning agents,
physically and mentally healthy, and have the ability to realize national
education goals. The academic qualifications referred to above are the minimum
level of education that must be met by an educator as evidenced by relevant
diplomas and/or certificates of expertise in accordance with applicable laws
and regulations. Teachers have several important roles, namely being agents of
reform and development as well as improving quality and equalizing access to
education for students. The tasks assigned to the teacher will be carried out
more smoothly if the teacher has professional competence. Law number 14 of 2005
concerning Teachers and Lecturers, article 1 explains that teachers have a
position as professionals at the levels of basic education, secondary
education, and early childhood education in the formal education pathway who
are appointed in accordance with statutory regulations. Article 2 explains that
the recognition of the teacher's position as a professional as referred to in
paragraph (1) is proven by an educator certificate. This law has consequences
for all teachers to be certified educators so that they get the title of
professional teacher, without exception for teachers in rural areas. The
teacher certification policy is conceptually very good for increasing teacher
competency in Indonesia. However, the unequal geographical conditions have
resulted in regional development not being evenly distributed throughout the
countryside, resulting in disparities in the quality of education, both for
teachers and students. Differences in environmental conditions between big
cities and small towns, or even further with rural areas often lead to a sense
of unfairness towards the implementation of uniform policies. The completion of
the teacher certification program faces major challenges because there are
still many teachers who do not have a minimum education qualification of S1 or
D4.
Based
on the conditions above, namely the low number of public junior high school
teacher education staff in the Central Jakarta area, we tried to research
"Mapping Central Jakarta Middle School Teachers".
METHOD
The research method used is descriptive quantitative
method, because the research was carried out in natural conditions (natural
setting). Descriptive research is a form of the most basic research. Intended
to describe or illustrate existing phenomena, both natural phenomena and human
engineering. In addition, the research data is more concerned with the
interpretation of the data found in the field. in quantitative research is
"a research procedure that produces descriptive data in the form of
numbers and words."
Data analysis
techniques were used by Miles and Hubermen, namely by following a flow model:
data collection, data reduction, data presentation, and drawing
conclusions/verification. Data analysis in research is based on the approaches,
methods and techniques used, which are then developed and modified according to
research needs. The data analysis was carried out in the following way.
Figure 1. Data Analysis Flow
RESULTS
AND DISCUSSION
Based on the results
of data tabulation carried out on the four aspects assessed, they can be seen
below:
1. Assessment of the
Educational Level of Teachers
The assessment of the
status of teachers consists of four items as shown below. From the results of
Figure 2. below it gives meaning, including aspects of the education level of
junior high school teachers in the Central Jakarta area including for senior
high school = 11%, bachelor's degree = 83%, S-2 = 6%, S-3 = none of the 1829
teachers in the Central Jakarta area.
Even though there are
1,511 teachers with an undergraduate degree, there are still 194 teachers who
are still in senior high school. This needs to be improved to make it better.
Figure 2.
Status of Teachers
2. Assessment of the Status of Teachers
The assessment of the status of teachers consists
of four items as shown below, Figure 3. Below gives meaning including the
aspects of teachers for civil servants, from the results obtained 54%, assisted
teachers 4%, honorary teachers 30%, and temporary teachers 12%, although for
civil servant teachers it is 54% but honorary teachers and assistant teachers
must be processed to become civil servant teaching staff.
Figure 3.
Status of Teachers
3. Assessment of Certification
Figure 4. Of the total
SMP teachers in the Central Jakarta area, totaling six thousand three hundred
and thirty six (1829) SMP teachers who are certified 55% of teachers are quite
good, but for auxiliary teachers who are not yet certified 45% of teachers,
then it must be certified immediately so that it has better teaching abilities.
Figure 4.
Teacher Certification
4. Assessment of Teacher Age
Regarding the age of
the teachers, there are still at least 28% of the young people who become
teachers, so the government must add young teachers so that the work process
has more work force than those over 40 years of age.
Figure 5.
Age of Teachers
To find out from the overall results it will
be seen from table 2. below,
Table 2.
Results of a Survey of Central Jakarta Middle School Teachers
|
Central
Jakarta Middle School
|
|
EDUCATIONAL LEVEL
|
STATUS
|
CERTIFICATION
|
AGE
|
|
SLTA
|
S-1
|
S-2
|
S-3
|
PNS TEACHER
|
TEACHER
ASSIST
|
HONORS
TEACHER
|
TEACHER
TT
|
YES
|
NO
|
40 >=
|
< 40
|
|
194
|
1511
|
120
|
4
|
977
|
78
|
555
|
219
|
1013
|
816
|
1322
|
507
|
|
TOTAL
: 1829
|
Figure 6.
Results of all variables
.
CONCLUSION
The
educational staff of the Central Jakarta Junior High School covering the
aspects of status, age, certification, and education level of the teachers
showed that in general Central Jakarta teachers had a bachelor's degree, 83% of
the teachers. However, there are still 11% of teachers with high school
education. This must always be improved. Even so, youth who have the potential
to become educators must be given the widest possible opportunity. As for the
status for teachers who are still assistant teachers, they must be appointed as
civil servants as soon as possible. And what is no less important for teacher
certification must always be processed to become professional teachers.
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