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THE EFFECT OF DEVELOPING PROCESS STANDARDS AND

CONTENT STANDARD DEVELOPMENT ON IMPROVING THE

PERFORMANCE OF CHEMICAL TEACHERS OF NEGERI HIGH

SCHOOLS IN BANDUNG DISTRICT

Iis Suryani, Dr. Ujang Cepi Barlian, M.Si

Baleendah State High School 1, Nusantara Islamic University, Bandung City

E-mail: [email protected], [email protected]

Received: 22

February 2021

Revised: 24

February 2021

Approved: 24

February 2021

This work is licensed under a Creative Commons Attribution-ShareAlike

4.0 International

INTRODUCTION

The teacher is an important element in education. The quality of education in

Indonesia in the future will largely depend on the quality of existing teachers. In the

learning process the teacher is seen to have an important role, especially in helping

students to develop their potential in cognitive, affective and psychomotor abilities, the

teacher also seeks to arouse curiosity, encourage independence and accuracy of

intellectual logic, and create conditions for success in learning. (Iskandar, 2013) One of

the problems of education in Indonesia itself is the relatively low capacity of teachers.

This is of course a big problem because the function of teachers in education needs to

play a variety of talents to produce the expected results and ultimately achieve

educational goals.

Abstract

This study examines the problem of developing process standards

and content standards which are important variables in improving

teacher performance. Teacher performance is increasingly important

to improve in line with the increasingly complex demands of teachers

as professionals. The purpose of this study was to describe and

analyze the influence and comparison of the development of process

standards and content standards on improving teacher performance

which focused on the main problems, namely: (1) the magnitude of

the influence of developing process standards on teacher

performance, (2) the magnitude of the influence of developing

content standards on performance. teachers, and (3) the magnitude

of the influence and comparison of the development of process

standards and content standards simultaneously on improving the

performance of state high school chemistry teachers in Bandung

Regency. In this study, the Embedded Concurent model of the Mix

Methods approach was used. Data were analyzed using descriptive

analysis techniques and inferential analysis techniques. The results

of the analysis show that the development of process standards and

content standards together contributes positively and significantly to

improving teacher performance, which is stated based on the positive

correlation coefficient and determination coefficient values with an

effect of 76%, meaning that the effect is good, this proves that the

better the development of standard processes and the development of

content standards are carried out, the better the increase in teacher

performance. Meanwhile, the remaining 24% is influenced by other

variables

Keywords:

Process Standards, Content Standards, Teacher

Performance

Iis Suryani, Dr. Ujang Cepi Barlian, M.Si

The effect of developing process standards and content standard

development on improving the performance of chemical teachers of Negeri

High Schools in Bandung District 94

Performance-related to the learning process of subject teachers or classroom

teachers, including planning and implementation of learning, evaluation and evaluation

analysis of evaluation results and implementation of 4 (4) according to the (Peraturan

Menteri Pendidikan Nasional, 2007), the field of competence that teachers are must-have.

This is following (Peraturan Menteri Pendidikan dan Kebudayaan, 2016), which explains

that the process standard includes planning the learning process, implementing the

learning process, evaluating learning outcomes, and monitoring.

The government conducted a teacher competency survey through the Teacher

Competency Test (UKG), to know the level of teacher mastery in teaching and

professional competence. A professional teacher is people who have the ability and

expertise in the field of teacher training or in other words it is well educated and trained.

(Balqis, Ibrahim, & Ibrahim, 2014) Professional abilities discussed are the ability of

educators to master learning material broadly and deeply which allows teachers to guide

students to acquire certain abilities.

According (Asf & Mustofa, 2013), explained that teacher performance is the

work that can be achieved by a teacher in school or madrasah according to the task and

responsibilities in achieving goals education. Likewise (Susanto, 2013) explaining teacher

performance can be interpreted as achievements, results, or abilities achieved or shown

by the teacher in carry out educational and teaching tasks. Through this

professionalization is expected later it can produce more teacher’s quality. (Purbasari,

2015)

The Teacher Professional Examination (UKG) activity, as well as the supervision

and evaluation process, are monitored through the Teacher Performance Assessment

(PKG) to create professional teachers because professional dignity depends on the quality

of their services. Performance evaluation can ensure that teachers can work or carry out

their duties in a professional manner, and can provide quality education services to the

community, especially students. Teacher performance criteria in relation to social

competence include acting as an educator, designing and implementing learning, and

evaluating learning. (Wijaya, 2018)

According to UKG performance data from 2015 to 2017, the average score of

secondary school teachers has improved, but not satisfactorily across the country. Apart

from the lack of preparation and the lack of measuring instruments for UKG, it turns out

that the national teacher competency scores do not pass this category. As for the

provincial level, the 2019 West Java UKG data is based on data on regional education

income and expenditure of the Ministry of Education and Culture which is contained in

the following bar chart.

Regent Bandung University UKG High School (SMA) in 2019 had an

unsatisfactory score with a score of 66.4, teaching ability score of 54.67, and professional

ability of 61.89. Although the government has a minimum expectation of 80, this

category does not yet meet the minimum requirements. What is more worrying is that the

average national chemistry UKG score is the lowest at 37.9. This result is far below the

minimum proficiency standards set. The UKG results can also indirectly describe the

ability of high school chemistry teachers at the Bandung Regent School collected through

the chemical MGMP container, and researchers who are members of the Chemistry

MGMP.

The relatively low ability of teachers is of course a big problem, especially for

chemistry teachers, the Regent of Bandung. Even the teaching skills that should be the

teacher's main ability are not functioning or functioning normally. Likewise, having the

professional skills needed to carry out educational and teaching tasks, including mastery

Iis Suryani, Dr. Ujang Cepi Barlian, M.Si

The effect of developing process standards and content standard

development on improving the performance of chemical teachers of Negeri

High Schools in Bandung District 94

of learning materials broadly and deeply, including mastery of school curriculum

materials and knowledge of substance and scientific methodology and material structure.

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Based on the experience of researchers and the results of observations and

discussion of the results of the UKG and PKG with several teachers from the MGMP at

SMP Bupati Bandung, it was found that the implementation of the 2013 curriculum has

been developing and developing in the context of improvement since it was launched in

2013. For issues related to the application of content standards and standards process, the

content includes lesson planning, implementation, and evaluation, as well as follow-up on

evaluation results.

The problems faced by chemistry teachers in the learning process include: (1)

The difficulty of analyzing the relationship between SKL-KI-KD and the syllabus by

determining the competency index (GPA) and subjects as learning and assessment

materials. Achieving basic abilities (KD) strengthens character education through the

development of 21st-century skills; (2) Difficulty designing teaching materials (KD)

based on themes; (3) Difficulty in designing homework plans, resulting in differences in

the implementation of the plan (RPP) and the suitability of learning. (4) Teachers are less

creative in understanding various learning strategies with material coverage which is

broader and follows the pace of development. Science, (5) The teaching methods used by

teachers are less varied and not innovative, which results in students being less motivated

so that students are less interested in learning, they have difficulty accepting chemistry

lessons which are considered by most students, is one of the difficult subjects with

unstable stability.

Although the learning process in the classroom is aimed at the child's ability to

remember information, theoretically students will only be bothered by less specific

information and interesting discussions. Students are not encouraged to develop their

thinking skills, children's brains are forced to remember and accumulate various

information without having to understand the stored information to relate it to everyday

life. Whereas national education functions to develop abilities and shape character as well

a dignified national civilization in order to educate the nation's life. (Anggraeni, 2016)

Students have never been given the experience of observing chemical reactions

directly, so students think that chemistry topics are abstract and difficult to understand so

that when students graduate from school, they are smart in theory but lacking in

application. It is difficult to fully assess attitudes, knowledge, and skills. In learning

activities, they have not linked material with daily chemical products and have not

provided lessons related to the manufacture of products from chemical material

applications. (Utami, 2015) Based on the problems faced by public high school chemistry

teachers in Bandung Regency, it can be concluded that the root of the problem of this

study is that the high school chemistry teacher competence is still low which causes low

teacher performance.

Based on the research conducted by the researchers, so far several studies that are

relevant to the related topic have been carried out, but there has been no research

regarding the issues raised. (AAF, 2020) Principal Leadership Contribution and

Compensation on Teacher Performance in Bandung Regency. PPS Uninus Masters

Thesis, Bandung. This study shows that there is a positive and significant contribution

between principal leadership and collective compensation to the performance of high

school teachers in Bandung Regency.

The research results of (Aldeska, Maharta, & Suana, 2018) concluded that the

mistakes in making lesson plans were in the indicators of learning activities, assessment

of learning outcomes, media, and learning resources. The results of the research by

(Rahmawati, Darmawati, & Mahadi, n.d.) state that from the analysis of RPP data for

Biology learning there are several components that are incomplete, such as in the

formulation of learning objectives, learning materials, and learning scenarios in

Iis Suryani, Dr. Ujang Cepi Barlian, M.Si

The effect of developing process standards and content standard

development on improving the performance of chemical teachers of Negeri

High Schools in Bandung District 96

preliminary activities and final activities. In addition to the problems described above,

based on the research of Nurhamidah et al. (2014) it shows that there is no match between

the competence of educators and education staff on the curriculum to be taught and the

textbooks used, then most of the teachers still experience many difficulties and do not

fully understand the related issues. preparation of the Learning Implementation Plan

(RPP) and the implementation of learning in the implementation of the 2013 curriculum.

RESEARCH METHODS

This study uses a mixed-methods approach by combining two forms of research,

namely quantitative research and qualitative research. According to (Creswell, 2014),

mix-methods is a research approach that combines or associates qualitative and

quantitative forms. In this method, researchers used a quantitative approach as the

primary method, while the qualitative approach was a secondary method. A quantitative

approach with descriptive methods is used in conjunction with a qualitative approach.

(Sugiyono, 2019)

In this study, the population was all chemistry teachers of class X SMA Negeri in

Bandung Regency totaling 25 teachers. Researchers took samples using total sampling.

Because the population in this study was less than 100, the sample in this study was a

population study. Thus the number of samples in this study was 25 people.

In this study, there are two independent variables which are given the symbol X,

namely the development of process standards (X1) and development of content standards

(X2), and one dependent variable which is usually given the symbol Y, namely teacher

performance (Y). The research instrument used in this study was a questionnaire

developed by the researcher, covering three types of questionnaires developed, including

the Process Standard instrument, Content Standard instrument, and Teacher Performance

instrument. The Process Standard instrument consists of 56 positive statement items that

measure the planning, implementation, assessment and monitoring sub-variables of

learning. The Content Standard instrument consists of 5 positive statement items that

measure the scope of the material and the level of competence developed in planning and

implementing learning. The Teacher Performance Instrument consists of 32 statement

items consisting of positive statements and negative statements which only measure the

sub-variables of learning planning, implementation of learning, and assessment of the

learning process.

This data analysis is carried out after the data obtained from the sample through

the selected instrument will be used to answer problems in the study or to test the

proposed hypothesis through data presentation. In this study, the data analysis used to test

the hypothesis was quantitative data analysis with descriptive data analysis techniques.

Each data group will also be processed and analyzed for the size of concentration and

location such as mean, median, and mode, as well as deviation measures such as range,

variance, and standard deviation.

RESULTS AND DISCUSSION

The results of this study are guided by the research hypothesis as the focus in

presenting the research results. The results of this study are as follows:

A. Results of interviews, document studies, and field studies

Iis Suryani, Dr. Ujang Cepi Barlian, M.Si

The effect of developing process standards and content standard

development on improving the performance of chemical teachers of Negeri

High Schools in Bandung District 96

The standard of the learning process is one of the standards because it has a very

important strategic role in ensuring the quality of education so that it continues to be

improved, developed, and improved continuously. (CL.Yuniar.10.06.2020). Through this

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educational process standard, each teacher can determine the course of the learning

process, because the teacher is the subject and object of learning that interacts directly

with students. (CL.Edi.20.06.2020).

Regardless of a good and ideal education course, or complete educational

facilities and infrastructure, if there is no balance in the teacher's ability to carry out this

education, then all of it will be meaningless. This means that teachers who are successful

in the learning process will be able to create an effective learning atmosphere following

the curriculum set by the education office. (Nurdyansyah & Fahyuni, 2016). Primary and

secondary school education department process standards are one of the main references

for the Education Office in the entire learning process, from planning the learning

process, implementing the learning process to increasing the efficiency and effectiveness

of postgraduate students' abilities. (CL. Winny.20.06.2020).

At first, most teachers did not adjust the lesson plans that the teachers had during

the learning process, so the lesson plans were only for administrative purposes, moreover,

the lesson plans owned by the teachers were the result of copy-paste, but in this case, both

supervisors and school principals supervised the class. This is why teachers are

accustomed to teaching according to the set lesson plans. (CL Tun 20 June 2004).

If we understand and master these four abilities, especially those related to

mastering the teacher's main tasks (planning learning, implementing, and evaluating

learning), (Sulfemi, 2019) it can be said that the teacher is professional and can be based

on his good performance as a teacher prove. (CL.Evie.20.06.2020).

National education standards are the basis for planning the implementation and

supervision of education in the context of achieving quality national education. There

must be the importance of reference standards in realizing national education. (Hidayat &

Machali, 2012) SNP also aims to guarantee the quality of national education, to educate

people's lives, and to form a dignified national character and civilization.

With the existence of SNPs, educational units can make SNPs as benchmarks for

the implementation of education, SNPs are also used as a basis for monitoring and

evaluating the implementation of education in Indonesia, especially in educational units

to make it easier to measure and assess its quality. The scope of the National Education

Standards includes (1) content standards, (2) process standards, (3) graduation

competency standards, (4) teachers and education staff standards, (5) facilities and

infrastructure standards, (6) management standards, (7) ) Financing standards, and (8)

education assessment standards. The achievement of standards can be used as a

benchmark for determining steps for improvement and policies that will be taken to

improve the quality of education. (CL.Yuniar.15.06.2020).

When talking about teacher performance, this cannot be separated from the

abilities of the teacher, which means that a teacher with good performance means that he

has good abilities according to the level of mastery of his abilities. Talking about ability,

this is inseparable from the main task of the teacher in the learning process, the learning

process is directly related to processing standards, process standards include learning

planning, learning implementation, evaluation of learning achievement, and monitoring

the learning process. This cannot be separated from the content standard as a process

standard reference, which means that the process standard refers to the content standard

as a conceptual framework for realizing SKL learning.

(CL.Entun.25.07.2020.Edi.20.06.2020).

1. Questionnaire / Questionnaire Results

a. Test Results Data Validity and Instrument Reliability Variables Process Standards,

Content Standards Variables and Teacher Performance Variable

Iis Suryani, Dr. Ujang Cepi Barlian, M.Si

The effect of developing process standards and content standard

development on improving the performance of chemical teachers of Negeri

High Schools in Bandung District 98

Table 1

Number

Variable

Valid

Invalid

Num

ber

Item

Information

Process

Standard

validity

question

questions

Valid &

Realibel

reliability

Cronbach Alpha 0,950

Standard

Content

validity

question

questions

Valid &

Realibel

reliability

Cronbach Alpha 0,701

Teacher

performa

nce

validity

question

questions

Valid &

Realibel

reliability

Cronbach Alpha 0,685

Thus the Cronbach's Alpha value> 0.60, meaning that it can be concluded that all

items/questions from the process standard variables, content standards, and teacher

performance are reliable.

Table 2

Percentage

Interpretation

80,00% - 100%

Very Good

60,00% - 79,99%

Good

40,00% - 59,99%

Pretty Good

20,00% - 39,99%

Not Good

< 20,00%

Not Very Good

Percentage Value Conversion adapted from the PPM correlation coefficient table

a) The status of the Process Standard variable which gets 97.36% which means

that the interpretation is very good

b) The status of the Content Standard variable which gets 89.20%, which means

the Interpretation is Very Good

c) The status of the Teacher Performance variable who obtained 81%, which

means that the interpretation is very good

2. Classical Regression Assumption Test

a. Normality Test

Table 3

One Sample Kolmogorov – Smirnov Test

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Process

Standard

Standard of

Content

Teacher

performance

Normal

Parameters

a,b

Mean

194,72

17,84

73,68

Std. Deviation

10,233

1,993

3,838

Most Extreme

Differences

Absolute

0,226

0,252

0,267

Positive

0,142

0,139

0,267

Negative

-0,226

-0,252

-0,173

Test Statistic

0,226

0,252

0,267

Asymp. Sig.

(2-tailed)

0,002

0,000

Monte Carlo

Sig. (2-tailed)

Sig

0,002

0,000

99%

Lower

Bound

0,001

0,000

Confidence

Interval

Upper

Bound

0,004

0,001

0,000

Based on the test table above, it can be concluded that the results of the

Normality test with the Kolmogorov-Smirnov test on the Process Standard, Content

Standards and Teacher Performance variables can be seen in the table below.

Table 4

Conclusion of the normality test results

Variable

> / <

Conclusion

Process Standard

0,200

0,05

Normally Distributed

Data

Standard of

Content

0,200

0,05

Normally Distributed

Data

Teacher

performance

0,200

0,05

Normally Distributed

Data

b. Multicollinearity Test

Table 5

Coefficients

Unstandarized Coefficients

Standarized

Coefficients

Sig.

Collinearity

Statistics

Model

Std.

Error

Beta

Tolerance

VIF

(Constant)

16,510

10,7

1,533

.140

Total_X1

.259

.091

.689

2,853

.009

.185

5.399

Total _ X2

.382

.465

.199

.822

.420

.185

5.399

a. Dependent Variable: Teacher performance.

Based on the table above, it is known that the VIF value is still less than 10,

meaning that there is no multicollinearity. Thus it can be stated that the regression

equation model is declared free of multicollinearity cases.

3. Heteroscedasticity Test

Iis Suryani, Dr. Ujang Cepi Barlian, M.Si

The effect of developing process standards and content standard

development on improving the performance of chemical teachers of Negeri

High Schools in Bandung District 100

Based on the scatterplot, it appears that the dots spread above and below zero on

the Y-axis (Teacher Performance) and do not form a certain pattern. Based on the facts

above, it can be concluded that there is no heteroscedasticity in the regression model.

Teacher Performance Autocorrelation Test with Process Standards and Content

Standards

Based on the results of the SPSS version 26 output and paying attention to the

Autocorrelation test criteria above, it is clear that the Durbin Watson value from the

Model Summary table is 1.711 which if confirmed in the Autocorrelation test criteria

table, it can be concluded that between the independent and dependent variables there

tends to be no Autocorrelation. Based on the results of testing the Classical Assumptions

for Multiple Linear Regression Analysis, it can be concluded that all tests have been

fulfilled with the following conclusions: 1) all variable data are normally distributed; 2)

no multicollinearity; 3) No Autocorrelation; 4) no heteroscedasticity. Thus the linear

regression model is called a good model.

4. Inference Statistical Test

1) Correlation Test of Process Standard (X1) and Content Standards (X2)

Tests were carried out to find the correlation coefficient rX1X2. The correlation

coefficient for the Process Standard variable (X1) and the Content Standard (X2) is 0.903

or strong enough. Hypothesis testing is done by looking at the sig value. = 0.000 <0.05

then Ho is rejected, which means it is significant. Thus it can be concluded that "There is

a significant relationship between the variables of Process Standards and Content

Standards".

2) Multiple Regression Test

a) Variable Regression Test X1 – Y

Table 6

Regression Equation

1) If there is no addition or improvement to the Process

Standard variable (X1), then the Teacher Performance variable

value (Y) is the same as the constant value of 10,239 plus the

influence of other variables (E) of 0.791

2) Each addition or one point increase in the Standard Process

variable (X1) will have an effect on the increase in the value of

the Teacher Performance variable (Y) of 0.326 plus the

influence of other variables (E) of 0.791

Determinant

Coefficient (The

effect of the Process

Standard

Teacher Performance variable (Y) is influenced by the Standard

Process variable (X1) of 76%, the rest is influenced by other

variables outside the variables not examined

The influence of

other variables on

teacher performance

variables

the teacher performance variable (Y) is influenced by other

variables by 24%

Hypothesis test

rejection of Ho because sig F (0.000) <0.05, which means that

there is a significant effect of Standard Process (X1) on Teacher

Performance (Y)

b) Variable Regression Test X2 – Y

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Table 7

Regression Equation

1) If there is no addition or increase in the Content Standard

variable (X2), then the Teacher Performance variable value

(Y) is the same as the constant value of 45,483 plus the

influence of other variables (E) of 0.837

2) Each addition or one point increase in the content

standard variable (X2) will have an effect on the increase in

the value of the Teacher Performance variable (Y) by 1.581

plus the influence of other variables (E) of 0.837

Determinant

Coefficient (The effect

of the Process

Standard

Teacher Performance variable (Y) is influenced by the

Content Standard variable (X2) of 67%, the rest is

influenced by other variables outside the research variable

The influence of other

variables on teacher

performance variables

Teacher Performance variable (Y) is influenced by other

variables by 33%

Hypothesis test

rejection of Ho because of sig. F (0.000) <0 05, which

means that there is a significant positive contribution from

the Standard Content (X2) to Teacher Performance (Y)

c) Variable Regression Test X1 X2 – Y

Table 8

Regression Equation

1) If there is no addition or improvement to the Process

Standard (X1) and Content Standards (X2) variables, then

the Teacher Performance variable value (Y) is equal to the

constant value of 16.510 plus the influence of other

variables (€) of 0.721

2) Each addition or one point increase in the Content

Standard variable (X2) will have an effect on the increase

in the Teacher Performance variable value (Y) of 0.689

plus the influence of other variables (€) of 0.721

Determinant

Coefficient (The effect

of the Process Standard

Teacher Performance variable (Y) is influenced by the

Process Standard variable (X1) and the Process Standard

Content (X2) variable, 76%, the rest is influenced by other

variables, both those that have been identified by theory or

not yet by 24%

The influence of other

variables on teacher

performance variables

Teacher performance variable (Y) is influenced by other

variables by 24%

Hypothesis test

rejection of Ho because sig F (0.000) <0.05, which means

that there is a significant effect of Process Standards (X1)

and Content Standards (X2) simultaneously on Teacher

Performance (Y)

5. Empirical Model of Regression Analysis

Based on the results of the linear variable regression test (X1X2) - Y above, it can

be seen that the effect of the Process Standard (X1) and Content Standard (X2) variables

simultaneously on Teacher Performance (Y) is 0.76 (76%), meaning that if converted to

Iis Suryani, Dr. Ujang Cepi Barlian, M.Si

The effect of developing process standards and content standard

development on improving the performance of chemical teachers of Negeri

High Schools in Bandung District 102

the Pearson Product Moment Correlation Coefficient table, then the effect is strong. The

results of hypothesis testing concluded that the rejection of Ho was due to sig F (0.000)

<0.05, which means that there is a significant effect of Process Standards (X1) and

Content Standards (X2) simultaneously on Teacher Performance (Y).

Based on the data from the results of the Multiple Regression Test above, it can

then be presented in the Empirical Model of Multiple Linear Regression as follows.

1) Path Analysis Results

Path analysis is carried out to determine the direct effect, indirect effect, and total

effect of the variables. Based on the regression output data above, the data for path

analysis can be formulated as follows:

Figure 1

Path Analysis Results

Path analysis is carried out to determine the direct effect, indirect effect, and total

effect of the variables. Based on the regression output data above, the data for path

analysis can be formulated as follows.

Table 9

Path Analysis Result Table

Elements

Data

0.903

Koefisien Jalur X

ke ρYX

0,755

Koefisien Jalur X

ke ρYX

0,674

Koefisien Jalur X

dan

0,762

ρYℇ

0,721

CONCLUSION

Based on the analysis of the results of the discussion regarding the impact of the

formulation of process standards and content standards on improving the performance

of chemistry teachers at SMA Regent Bandung, it can be concluded that the formulation

of process standards has made a positive contribution. improve teacher performance

significantly. This is stated following the value of the correlation coefficient and

coefficient value. The effect of a positive judgment is 76% indicating that the effect is

very good, which proves that the development of standard procedures can be better.

implemented and improving teacher performance is getting better. At the same time, the

remaining 24% is influenced by other variables, regardless of whether this variable has

been determined theoretically.

The development of content standards has contributed positively and significantly

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to improving teacher performance, this is based on the positive correlation coefficient

and the coefficient of determination. Effect 76% indicates that the effect is good which

proves better implementation. standards for content development. Better to improve

teacher performance. At the same time, the remaining 24% is influenced by other

variables, regardless of whether this variable has been determined theoretically. The

development of process standards and content standards together has contributed

positively and significantly to improving teacher performance, this is based on the value

of the positive correlation coefficient and the value of the coefficient of determination.

The effect is 76%, indicating that the effect is good, which proves the standard. The

better the development process, the better the teacher's performance. Meanwhile, the

remaining 24% is influenced by other variables.

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