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Archives of Business Research – Vol. 10, No. 6
Publication Date: June 25, 2022
DOI:10.14738/abr.106.12532. Jayen, F., Kadir, A., & Abdurrakhman, M. Z. (2022). The Influence of Pedagogical Competence, Social Competence, Personal
Competence and Professional Competency on Performance Islamic Religious Education Teacher at Muhammadiyah Middle School,
Banjar Regency, South Kalimantan Province. Archives of Business Research, 10(6). 171-181.
Services for Science and Education – United Kingdom
The Influence of Pedagogical Competence, Social Competence,
Personal Competence and Professional Competency on
Performance Islamic Religious Education Teacher at
Muhammadiyah Middle School, Banjar Regency, South
Kalimantan Province
Fredy Jayen
Pancasetia College of Economics Banjarmasin
Abd Kadir
Pancasetia College of Economics Banjarmasin
M. Zaid Abdurrakhman
Pancasetia College of Economics Banjarmasin
ABSTRACT
This study aims to analyze the effect of pedagogic competence, social competence,
personality competence and professional competence on the performance of
Islamic religious education teachers in Middle Schools in Banjar Regency, South
Kalimantan Province. The research method used is analytic survey. The type of
research is explanatory research. The population in the study was 179 people, the
determination of the number of samples used the Slovin formula with a sample of
65 people. Data collection techniques using questionnaires, documentation,
interviews and observations. Validity and reliability tests were carried out on the
research instrument. Data were analyzed by multiple linear regression analysis
with classical assumption test. The results showed that pedagogic competence,
social competence, personality competence and professional competence had a
significant partial and simultaneous effect on the performance of Islamic religious
education teachers in Middle Schools in Banjar Regency, South Kalimantan
Province. The coefficient of determination of teacher performance can be predicted
by the variables of pedagogic competence, social competence, personality
competence and professional competence of 55.1%.
Keywords: Pedagogic Competence, Social Competence, Personality Competence and
Professional Competence
INTRODUCTION
Professional teachers are teachers who prioritize the quality and quality of education, teacher
services must meet the standardization of the needs of the community, nation, and users and
maximize the abilities of students based on the potential and skills possessed by each
individual. Competencies that must be possessed by a teacher include pedagogic competence,
personality competence, social competence, and professional competence. All these
competencies must be
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possessed by a teacher in carrying out their duties and responsibilities in order to have good
competence.
Teacher competence is a teacher's effort to improve student learning achievement through
teaching. The competence of teachers through the implementation of their duties as educators,
teachers and trainers of their students is expected to make a meaningful contribution to the
achievement of the educational goals that have been set. Teacher competence in this study is
the ability of a classroom teacher to carry out a job in accordance with predetermined goals
that are directly related to their duties and obligations such as making lesson plans,
implementing learning processes, and evaluating learning outcomes and other relevant tasks
related to responsibilities. he answered. Therefore, teachers are required to display
competence as much as possible, so that the expected goals can be achieved optimally.
Given the importance of the teacher's role in efforts to improve the quality of education, it is
appropriate that the abilities of educators are improved, nurtured properly and given
continuous motivation and supervision from the principal. However, if we look more closely at
the existing reality regarding teacher competence, it is still far from expectations. Based on the
results of observations, it can be seen that the competence of teachers in Banjar Regency is still
not optimal. Where there are still many teachers who do not understand the management of
learning and teachers have not been creative in delivering subject matter, they are more
centered on the teacher as information while students are only listeners, so students feel bored
and pay less attention. Besides that, there are still many teachers who have not incorporated
character education into the activities of the learning process, developing teaching materials,
many teachers are still experiencing some obstacles in the administration of learning such as
not making learning tools as one of their responsibilities as a teacher.
Teachers must be able to create a new learning atmosphere so that learning becomes more
interesting, so that students can be active in developing their potential, for example students
can learn to interact with their friends in class and can be active in solving problems given by
the teacher. In fact, the learning process carried out so far is still teacher-centered. The teacher
explains the material and students take notes on the material that has been recorded on the
blackboard. This kind of learning process will result in a lack of interaction between students
and teachers. In addition, the mastery of the class carried out by the teacher was not optimal.
This can be seen from the learning activities. When the teacher is busy explaining the subject
matter, students are also busy with other activities, so students do not pay attention to the
teacher's explanation.
With regard to interaction in learning, there are several factors that need to be considered.
These facts include learning motivation and learning methods. Learning motivation is one of
the internal factors that is quite important in the learning process. Motivation is needed to
foster interest in the lessons taught by the teacher. While the learning method also determines
the success or failure of the learning process. With the right method can foster student
motivation in learning and will automatically support the achievement of learning objectives.
Both of these factors affect learning achievement and have a big enough share in learning.
Learning outcomes are one of the things that are closely related to student learning motivation.
If a student is motivated high enough to listen, learn and understand, then the value he gets will
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Jayen, F., Kadir, A., & Abdurrakhman, M. Z. (2022). The Influence of Pedagogical Competence, Social Competence, Personal Competence and
Professional Competency on Performance Islamic Religious Education Teacher at Muhammadiyah Middle School, Banjar Regency, South Kalimantan
Province. Archives of Business Research, 10(6). 171-181.
URL: http://dx.doi.org/10.14738/abr.106.12532
meet the competency standards that have been set. Teachers greatly affect the learning
outcomes of a student. Student learning outcomes are said to be good, can be obtained from the
methods and methods used by the teacher during learning. The use of tools and props also
clarifies the content of the learning material. The teacher's skills in delivering learning
materials, the teacher's skills in telling stories or conveying a material and the teacher's body
language will be able and easily understood by students.
A teacher must be able to be a role model for students. He must be able to improve his
competence as a teacher both professionally and pedagogically. He must also be able to provide
motivation in learning to students so that students excel and are able to get satisfactory and
desired learning outcomes. A teacher must have high motivation and he must be able to provide
good and positive things to students, so that students are motivated and optimistic in getting
satisfactory learning outcomes and able to excel. This is because good performance depends on
the competence and quality of a teacher in providing lessons and directions.
The results of a preliminary study conducted by researchers, related to learning Islamic
religious education for all students in Banjar Regency, South Kalimantan Province, from 179
schools with a total of 6,487 students as much as 35% are still incomplete in Islamic religious
education subjects, even though Islamic religious education is very important for student life.
LITERATURE REVIEW
Teacher Competence
Competent and competence are two words that are increasingly spoken in business circles and
government organizations lately. So often, the true meaning of the two words tends to be
simplified. Competence and competence, for example, are considered the same as skills or
abilities. People who are experts in the field of building engineering, for example, are
considered competent in the field of building engineering. In fact, the competence of a building
engineer who works as a lecturer will be different from that of a building engineer who works
as a Project Manager. Here, it can be seen that individual competence cannot stand alone, only
limited to a person's habits or abilities, but it is closely related to the duties and professions
carried out by that person at work.
Competence is recognized as a factor that plays an important factor in a person's success in his
work. As an example of a teacher as a profession, the Law of the Republic of Indonesia Number
14 of 2005 concerning Teachers and Lecturers, states that teachers are required to have
academic qualifications, competencies, educator certificates, physically and mentally healthy,
and have the ability to realize national education goals. Furthermore, the Minister of National
Education of the Republic of Indonesia through Ministerial Regulation No. 16 of 2007 stipulates
the Standards of Academic Qualification and Teacher Competence. The identification of
appropriate teacher competencies is considered to have a valid predictive value for the success
of teachers in their work.
Kuswana (2010:3) states that teacher competence is the result of work given by teachers
through teaching methods given to students so that students understand, are intelligent,
experience much better behavioral changes and think systematically. Yamin and Maisah
(2010:87) suggest that teacher competence is the teacher's way of doing something
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continuously and continuously in order to get results in accordance with previous wishes and
goals.
Teacher Competency Indicators in the Law on Teachers and Lecturers NO. 14/2005 and
Government Regulation No. 19/2005 covers professional, personal and social pedagogic
competencies.
Pedagogic Competence
Pedagogic competence is the ability to manage student learning which includes understanding
students, planning and implementing learning, evaluating learning outcomes, and developing
students to actualize their various potentials. Pedagogic competence includes understanding of
students, planning and implementation of learning. Evaluation of learning outcomes, and the
development of students to actualize their various potentials. In detail, each sub-competency is
translated into essential indicators as follows: The sub-competence of understanding students
in depth has essential indicators: understanding students by utilizing the principles of cognitive
development, understanding students by utilizing personality principles, and identifying the
initial provisions of students. Designing learning, including understanding the educational
foundation for the benefit of learning. These sub-competencies have essential indicators:
understanding the foundation of education, applying learning and learning theory, determining
learning strategies based on the characteristics of students, competencies to be achieved and
teaching materials, and preparing learning plans based on the chosen strategy.
The sub-competence of implementing learning evaluation has essential indicators: arranging
the learning background, and carrying out conducive learning. The sub-competence of
designing and implementing learning evaluations has essential indicators: designing and
implementing evaluations of learning processes and outcomes by determining the level of
mastery learning and utilizing the results of learning assessments to improve the quality of
learning programs in general. Sub- competencies develop students to actualize various
competencies, have essential indicators: facilitating students to develop various academic
potentials, and facilitating students to develop various academic potentials, and facilitating
students to develop various non-academic potentials.
Professional Competence
Professional competence is competence or ability related to the completion of teacher tasks.
This competency is a very important competency, because it is directly related to the
performance displayed. Therefore, the level of professionalism of a teacher can be seen from
this competency. Professional competence is the ability to master academics (subjects/fields of
study) that are taught and integrated with their teaching abilities so that teachers have
academic authority. In the National Education Standards, the explanation of article 28
paragraph 3 point c states that what is meant by professional competence is the ability to
master learning materials broadly and deeply which allows guiding students to meet the
competency standards set out in the National Education Standards.
Professional competence is mastery of learning materials broadly and deeply, which includes
mastery of curriculum material in school subjects and the scientific substance that
overshadows the material, as well as mastery of the structure and scientific methodology. Each
of these sub-competencies has the following essential indicators: The sub-competence of
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Jayen, F., Kadir, A., & Abdurrakhman, M. Z. (2022). The Influence of Pedagogical Competence, Social Competence, Personal Competence and
Professional Competency on Performance Islamic Religious Education Teacher at Muhammadiyah Middle School, Banjar Regency, South Kalimantan
Province. Archives of Business Research, 10(6). 171-181.
URL: http://dx.doi.org/10.14738/abr.106.12532
mastering scientific substances related to the field of study has essential indicators:
understanding the teaching materials in the school curriculum, understanding the structure,
concepts, and scientific methods that are overshadowing or coherent with teaching materials,
understanding the relationship between concepts between related subjects, and apply
scientific concepts in everyday life. The sub-competence of mastering scientific structures and
methods has essential indicators of mastering research and study steps to deepen knowledge
of subject matter in a professional field of study in a global context.
Personal Competence
Personality competence is an ability that reflects a steady, stable, mature, wise, and
authoritative personality, becomes an example for students and has noble character. Personal
competence is a set of behaviors related to the individual's ability to manifest himself as an
independent person to carry out self-transformation, self-identity, self-identity and self- understanding. Personal competence includes "the abilities in self-understanding, self- management, self-control and self-respect". In detail, these sub-competencies can be described
as follows: A stable and stable personality sub- competence has essential indicators: acting in
accordance with legal norms, acting in accordance with social norms, being proud as a teacher,
and having consistency in acting according to norms. Mature personality sub-competence has
essential indicators: showing independence in acting as an educator and having a work ethic as
a teacher.
The sub-competence of a wise personality has essential indicators: showing actions based on
the benefits of students, schools, and communities and showing openness in thinking and
acting. An authoritative personality sub-competence has essential indicators: having a behavior
that has a positive effect on students and having a respected behavior. Sub-competences of
noble character and being able to be role models have essential indicators: acting according to
religious norms (faith and piety, honest, sincere, helpful), and having behaviors that students
imitate. Self-evaluation and self-development sub-competencies have essential indicators:
having the ability to introspect, and being able to develop one's potential optimally.
Social Competence
Social competence is the ability of teachers to communicate and interact effectively with
students, fellow educators, education staff, parents/guardians of students, and the surrounding
community. Social competence is a set of certain behaviors that are the basis of self- understanding as an inseparable part of the social environment and the achievement of
effective social interactions. This competency has sub-competencies with essential indicators
as follows: Able to communicate and interact effectively with students, this sub-competency
has essential indicators: communicate effectively with students. Able to communicate and get
along effectively with fellow educators and teaching staff. Able to communicate and get along
effectively with parents/guardians of students and the surrounding community.
Teachers are social beings, who in their lives cannot be separated from the social life of the
community and their environment, therefore teachers are required to have adequate social
competence, especially in relation to education which is not limited to learning at school but
also to education that occurs and takes place. in society. The teacher is a character and type of
being who is given the task and responsibility, fosters and guides the community towards the
prevailing norms. For this reason, teachers need to have social skills with the community in