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E-ISSN: 2808-6724

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452

PROFESSIONALIZING EDUCATION, EDUCATORS, AND

EDUCATIONAL INSTITUTIONS IN MANIFESTING “INDONESIA

GOLDEN”

Ujang Permana

, Darmasta Maulana, Sofyan Sauri, Ujang Cepi Barlian

Master Degree of Education, Nusantara Islamic University of Bandung, Indonesia

ujangpermana1974@gmail.com

Abstract

The problem of professionalism always has implications for the selling value of an educational institution.

The achievement and prestige of institutions become highly dependent on the quality of learning, facilities,

and infrastructure, supporting facilities, teachers and students, as well as learning outcomes. This research

aims to find out about the professionalization of education, educators, and educational institutions to meet

Indonesia gold in MIS Nurul Siti Aisyah Ishak Delitua. The type of research used is qualitative descriptive.

Based on this research, it can be concluded that the improvement of educational professionalism can be

achieved through the collectivity of the education system involving various aspects such as curriculum,

education policy, materials, strategies, learning approaches and methods, facilities, facilities, and

infrastructure, educators and education, managerial processes carried out professionally, learning

processes, applications of information and communication technology, especially in the learning process in

the classes, appropriate evaluation and control and control of the quality of education. In addition, the level

of professionalism of an educational institution can be seen from the weight of accreditation. The scope of

accreditation includes: First, institutional accreditation is an assessment of vocational education

institutions, while accredited include: a) Curriculum / PBM; b) Organization, administration, and

management; c) Sarana infrastructure; d) Power; e) Naming; f) Students; g) Community participation, and

h) The school culture or culture.

Keywords: professionalizing education, educators, educational institutions

under CC BY-SA 4.0

INTRODUCTION

Improving the professionalism of education is a central issue that needs to be considered

continuously. Economic growth, the development of the times with the era of technology and

information, and the movement of social and cultural issues are some of the factors that cause

the improvement and improvement of the quality of education (Hasibuan, 2018; Tjiptono &

Diana, 1996). Not only to achieve the standard of education but also to answer the challenges

of the times, responding to the demands of the modern world so that graduates of an educational

institution become better prepared to face the real situation in society (Anderson & Krathwohl,

2001).

The problem of professionalism always has implications for the selling value of an

educational institution. The achievement and prestige of an institution become highly

dependent on the quality of learning, facilities, and infrastructure, support facilities, teachers

and students, as well as learning outcomes (Harris, Hobart, & Lundberg, 1995). The more

quality graduates are produced, the selling value and interest in entering the educational

institution are increasing. Conversely, if low-quality results in low graduate quality also have

an impact on low interest and absorption into educational institutions (Dantes, 2014). This is

what makes the quality of education so important for an educational institution (Tjaya, 2004).

Improving the quality of education is not only in one aspect but covers all aspects related to

Professionalizing Education, Educators, and Educational Institutions in Manifesting “Indonesia Golden”

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the education process ranging from input (Input), process, and output (Output). One of the

benchmarks of such improvement is in improving aspects of good management (Kompri,

2015). If management has been implemented properly, any institution including educational

institutions will be able to produce quality performance and work.

The profession is essentially a wise attitude (Informed responsiveness) which is service

and devotion based on expertise, abilities, techniques, and procedures that are steadily

accompanied by certain personality attitudes (Tabrani, 1992). Di in a professional job requires

the use of techniques or procedures based on intellectuality that must be deliberately studied

then directly can be directed to others (Sallis, 1993). The existence of this intellectual

foundation distinguishes a professional from a technician because the above definition provides

a professional picture in doing the job and is required to have a steady philosophy and be full

of rational considerations.

Based on the data obtained, it is known that educators in MIS Nurul Siti Aisyah Ishak

Delitua are educators who have different educational qualifications and skills in accordance

with their respective majors or study programs at their respective universities. Their

educational qualifications and skills are tailored to the field of study they teach during the

classroom learning process. However, however, not all educators teach subjects according to

their educational qualifications or areas of expertise. If viewed from a professional point of

view, then educators who teach not in accordance with their educational qualifications can be

said not to include professional educators. But on the other hand, the ability, as well as the

science possessed by educators can make it as an educator who is able to teach other subjects.

This is because the teacher's ability related to scientific insights and abilities that he has makes

the teacher trusted by the principal to be able to teach subjects that are professionally not his

area of expertise.

Based on the background description of the above problem, the researcher took the

research title "Professionalizing Education, Educators, and Educational Institutions in

Manifesting “Indonesia Golden”".

METHOD

This type of research is descriptive qualitative research with a case study approach to

finding out about the professionalization of education, educators, and educational institutions

to realize Indonesia Golden in MIS Nurul Siti Aisyah Ishak Delitua. The type and source of

data in this study are the data of observations and interviews related to the professionalization

of education, educators, and educational institutions creating Indonesia Golden at MIS Nurul

Siti Aisyah Ishak Delitua. The data was analyzed by reviewing the collected data and

scrutinizing the data.

RESULTS AND DISCUSSION

Education’s Professionalism

MIS Nurul Siti Aisyah Ishak applies a balanced curriculum between the general education

curriculum and the religious education curriculum, in addition, the learning process and

learning materials that are intra and extracurricular are also always designed in such a way that

learning activities are accompanied by activities in which there are Islamic values.

Professionalizing Education, Educators, and Educational Institutions in Manifesting “Indonesia Golden”

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One more thing that interests parents to enter their children in this Madrassa is that this

madrassa often uses singing methods to memorize various knowledge, both memorizing

Asmaul Husna, prayer readings, prayers and also short surahs in the Qur'an. Before the

implementation of Dzuhur and Asar prayers, the sound of the Qur'an came from the Mosque.

From the observation of the author who became the attraction of this madrassa in front of

parents is every year before holding the Qur'anic Recitation the students each prepare what will

be displayed by his students at the farewell event of class VI, both in the form of dance, singing,

and poetry.

The professionalism of education is not separated from quality. Quality means the bad

good size of an object; rate; degree or degree (Intelligence, etc.), and quality (Rinehart, 1993).

Seeing the understanding, quality is also interpreted with qualities that generally mean the

same. Quality is related to products and services, as Ikezawa mentions that quality and

customer satisfaction are the same. In the context of education, the meaning of quality is always

based on the education system as a whole, ranging from planning, education process,

evaluation, and educational results (Hartanto, 2015). Education quality from three perspectives,

namely economic perspective, sociology, and educational perspective. From an economic

perspective, education is quality if it has contributed to economic growth. Graduates directly

enter the world of work and are able to encourage the acceleration of economic growth.

Sociologically, quality education if that education can benefit.

Improved educational professionalism can be achieved through the collectivity of the

education system involving various aspects such as curriculum, education policy, materials,

strategies, learning approaches and methods, facilities, facilities and infrastructure, educators

and education personnel, managerial processes carried out professionally, learning processes,

applications of information and communication technology, especially in the learning process

in the classroom, appropriate evaluation and control, and quality control of education

(Winarno, 2009). Quality in education to ensure the quality of inputs, processes, outputs, and

outcomes of schools so as to improve the accountability of educational institutions (Dantes,

2014).

Education has a very important and strategic role in national development. Therefore, the

government is determined to pay great attention to the development of education. To date, the

government has taken on a variety of large-scale education policy breakthroughs. We all

realize, that only through education does this nation become advanced and can catch up with

other nations, both in the fields of science and technology and economics. The role of education

is also important in building a nation civilization based on the identity and character of the

nation (Sauri, 2007). Whatever the nation's problems are faced, our commitment to carry out

the development of education in accordance with the mandate of the constitution and various

applicable laws and regulations are still held (Sagala, 2009). This commitment is realized in

various policies and programs directed at achieving the goal of improving the quality of human

resources in order to achieve the future progress of the nation and state, as we jointly aspire to.

This becomes an important part that determines the development of education in Indonesia.

The Minister of Education and Culture at the Commemoration of National Education Day

on May 2, 2012 stated that the theme of National Education Day 2012 was "The Rise of

Indonesia's Golden Generation". Because in the period of 2010 to 2035 our nation is blessed

by God Almighty the potential of human resources in the form of an extraordinary productive

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age population. If the golden opportunity that is the first time since Indonesia's independence

can be managed and utilized properly, the population of the extraordinary productive age insha

Allah will be a very valuable demographic bonus (Demographic dividend). This is where the

strategic role of development in the field of education to realize it becomes very important.

Learners in every level, type, and path of education are individuals who are in a period of

growth and development, are in the process of continuous development and self-formation to

become a golden generation, namely people of character, intelligent and competitive. This

process of continuous self-formation (On-going formation) occurs within the framework of

space and time, through a quality education process.

Education is an investment of HUMAN RESOURCES (Human capital investment) so as

to create a climate that allows every citizen to participate or participate in the implementation

of the country and development. In order to make that contribution, every citizen must develop

himself in order to be productive so that it can be more economically and non-economically

valuable. Education is the best social engineering system to improve welfare, educate the

nation, and improve dignity and dignity while building a superior civilization. With its very

important role, we must open the widest access for all communities, ranging from early

childhood education (PAUD) to higher education (PT).

However, the breadth of access must be accompanied by quality improvement through the

fulfillment and improvement of eight national standards of education, namely content

standards, process standards, graduate competency standards, educator and education

personnel standards, facilities and infrastructure standards, management standards, cost

standards, and educational assessment standards. Therefore, there is a need for harmonious and

continuous cooperation between all education people, governments, local governments,

organizations engaged in the world of education in improving the quality of education, so that

a golden generation that is characterful, intelligent, and competitive will be realized (Tilaar,

2002).

Education should develop and disseminate the value and attitude of HR productivity

through the development of two abilities at once. First, technical skills such as increased

mastery of skills, potential and expertise are the same age as the demands of society and

changing employment. Second, other abilities in relation to culture that encourage HR to be

the driving force of development, such as insight, reasoning, work ethic, forward orientation,

continuous learning ability, and the like. With the ability to develop both hr strengths, education

as an HR investment has the most prominent function as a means to empower the community,

which in turn will provide a high level of return to national economic growth in a sustainable

manner.

Educators’ Professionalism

Teachers are one of the drivers and implementers in learning activities in schools. Without

teachers who are referred to as education personnel, the implementation of learning does not

work as expected (Kompri, 2015). Teachers in the teaching and learning process have a dual

function, as educators and teachers have a great responsibility in achieving educational goals

(Daryanto, 2011). In line with that, so great is the role of the teacher, stated by Sugeng in

Daryanto (2011) must be recognized that progress in the field of education largely depends on

the authority and ability of the teaching staff.

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Among the indicators of educator and education personnel can be said to be qualified or

professional in their field is to look at the educational competencies they achieve. That is

paedagogic competence, personality, social and professional. In connection with this, in MIS

Nurul Siti Aisyah Ishak Delitua currently has 16 educators with an average education

qualification of Strata 1 (S1) who have graduated from the study program and from various

public and private universities in North Sumatra and outside North Sumatra as well as Pre-

Bachelors who are still pursuing education programs in their respective fields and 1 person

from outside education.

On the other hand, educators at MIS Nurul Siti Aisyah Ishak Delitua are not sufficient to

develop the science they are in only formal education, they still need to add knowledge about

various sciences related to education to improve their professionalism.

A professional is someone who has the professional knowledge, skills, and attitude, who

is able and faithful to develop his profession, participates in communicating professional

development efforts, and cooperates with other professions. Ada 3 reasons professionalism in

the field of education received recognition, namely:

1) Teacher and educational employment are not a routine job that can be done due to

repetition and habituation;

2) This employment requires the support of a science or theory that will give the

theoretical conception of educational science with its branches; and

3) This employment requires a long time of education and training, in the form of basic

education for undergraduate level coupled with professional education.

Dedi Supriadi quoted from the March 1993 issue of educational management journal

Educational Leadership, about 5 things that teachers are required to have to become

professionals are:

1) Teachers are committed to students and the learning process. This means that the

highest commitment of the teacher is in the interests of his students;

2) The teacher mastered in depth the subject matter taught as well as how to teach it to the

students;

3) The Teacher is responsible for monitoring students' learning outcomes through a

variety of evaluation techniques, ranging from observation methods in student behavior

to test learning outcomes;

4) Teachers are able to think systematically about what they are doing, and learn from

their experiences. This means that there should always be time for the teacher to reflect

and correct what he has done. To be able to learn from experience he must know what

is right and what is wrong, as well as the good and bad impact on the student's learning

process; and

5) Teachers should be part of the learning community in their professional environment.

The professionalism of teachers is required to continue to develop in accordance with the

development of the need for qualified human resources and have the capacity to be able to

compete both in regional, national, and international forums.

In order to establish the basis of the ability that needs to be possessed by a teacher, it is

necessary to set the standard of competence of the teacher. In Chapter IV article 8 of UURI

No. 14 tahun 2005 mentions that teachers must have academic qualifications, competencies,

educator certificates, physical and spiritual health, and have the ability to realize national

Professionalizing Education, Educators, and Educational Institutions in Manifesting “Indonesia Golden”

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educational goals. Academic qualifications can be obtained through undergraduate proghram

higher education or iv diploma programs.