Competency of Chemistry Teachers Based on Self-Evaluation to Plan the Chemistry Teacher Training Strategy in Palu City, Central Sulawesi

The purpose of this study was to obtain an overview of the pedagogical, personal, social and professional competence of chemistry teachers in Palu City. This study used descriptive method with document study and interview techniques. The results of study showed the competency of chemistry teachers in Palu City was 74. The pedagogical competency score was 71 with the implementation of assessment, process evaluation, and learning outcomes with a value of 66 as a low sub competency. The personality competency score was 81 with self-presentation as a stable, stable, fair and authoritative person with a score of 77 as a low sub competency. Social competence score was 74 with communication with the professional community itself and other professions verbally and in writing or other forms with a value of 67 as a low sub competency. The professional competence score was 70 in the development of professionalism on an ongoing basis by taking reflective actions with a value of 66 as a low sub competency. The number of chemistry teachers who still need to improve pedagogical competence was 33 (87%), in personality competence was 15 (61%), in social competence was 25 (66%), and in professional competence was 33 (87%). It can be concluded that strategies to increase the competency of chemistry teachers in Palu City were direct mentoring by school principals and supervisors, training at the MGMP level, Education Office, LPMP, P4TK and LPTK, IHT, Workshop, and Technical guidance. The presentation model of training material is connected, scientific and character .

of a chemistry teacher training strategy has benefits. For this purpose, we conducted a study entitled The Competency Map of Chemistry Teachers based on Self-Evaluation as a Basis in Planning Strategies to Train Chemistry Teachers in Palu City, Central Sulawesi.
The study aimed to obtain an overview of the pedagogical, personal, social and professional competencies of chemistry teachers in Palu City and an overview of the strategies to train chemistry teachers in Palu City.

RESEARCH METHOD
This study was conducted for 3 months, from December 2018 to February 2019. This study used descriptive methods. Data collection used document study and interview techniques. A document study was conducted on 38 chemistry teachers from 10 high schools in Palu City. Interviews were conducted with chemistry teacher supervisors in Palu City on the self-evaluation data and chemistry teacher training strategies. Data analysis used an analysis of quantitative data and qualitative data. Quantitative data analysis was performed in a descriptive form. Descriptive analysis was intended to describe data in the form of averages, percentages and frequency distributions of teacher competency mapping. This analysis was also intended to formulate a strategy that must be carried out in implementing chemistry teacher training in Palu City. Competency map of each sub competency and each competency was calculated by the following formula: NA = X 100 where NA is the final score, SP is the score obtained and SM is the maximum score. The self-evaluation of the chemistry teacher determined the map of chemistry teacher competency. The minimum competency standards to be a competent chemistry teacher is 80 (GTK, 2016). The grouping of chemistry teachers as a result of self-evaluation in the frequency distribution was divided into 2 groups, namely groups with a score above and below 80. Figure 1 shows that most teachers had low pedagogical competence of 87%, personality competence was high of 61%, social competence was low of 66% and professional competency was also low of 87%. Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.11, No.6, 2020  Pedagogic competency mapping is conducted to evaluate the quality of education on target and evenly so that education mapping is very important to see the quality of education in an area (Hartono et al., 2013). Quality mapping is a series of activities to determine the conditions and situations that illustrate the map of education quality (Marannu, 2016). Table 1 shows that there were still 33 (87%) chemistry teachers in Palu City who had scores below 80 on pedagogical competence. This condition shows that the majority of chemistry teachers in Palu City were not yet competent and still need to develop competencies. The results of interviews with chemistry teacher supervisors showed that many chemistry teachers rarely attend the training. Based on this information, the strategy that must be taken in developing the pedagogical competence of chemistry teachers in Palu City is training. The training variable had a positive and significant influence on teacher productivity (Rapareni, 2013) Pedagogic competencies and professional competencies of natural science teachers were in a low category (Table 1 and Table 4). The results of interviews with teacher supervisors in Palu City showed that the ability of chemistry teachers in managing learning was still low, especially in the assessment. Pedagogical competence is basically the ability of teachers to manage learning activities. If pedagogical competency is low, it can be ensured that the teacher has problems in managing learning activities. Alternative solutions in increasing the competence of chemistry teachers are direct mentoring by supervisors, IHT, and training (Novauli. M, 2015).

Figure 1 Percentage of Chemistry Teachers who have score < 80 and >=80
Another strategy that can be used to improve the pedagogical competence is through In-House Training. Teacher development through In House Training in each school contributes greatly to improve the teacher competency (Arif, 2013) Table 2 shows that there were still 15 (39%) chemistry teachers in Palu City who had scores below 80 on personality competency. This showed that the 15 people still needed to participate in continuing professional development in the form of mentoring, self-study and training.
Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.11, No.6, 2020 Table 3 shows that there were still 25 (66%) chemistry teachers in Palu City who had scores below 80 on social competence. This shows that the 25 teachers still needed to participate in continuing professional development at the school level in the form of direct mentoring by the school principal and school supervisor.
The strategy to increase personality and social competence are the direct mentoring by supervisors and school principals in using certain media because personality competence and social competence are used to manage emotional intelligence. One important factor that is relevant to personality competence and social competence is emotional intelligence (Hendri, 2010). Another thing that supports this strategy is the study by (Kurniawan, 2014) which concluded that the supervisory block developed was effective in increasing teacher professionalism.  Table 4 shows that there are still 33 (87%) chemistry teachers who still had scores below 80 on professional competence. The results of interviews with chemistry supervisors showed the causes of the low professional competence were due to the lack of awareness of chemistry teachers in MGMP, lack of subject training and lack of budget for MGMP activities. Another fact that causes the lack of professional competence was the design of training which mostly revolved around pedagogics and did not lead to follow-up in the field. It shows that the 33 chemistry teachers still needed to participate in the sustainable professional development at the MGMP level, the Education Office, LPMP and UNTAD in the form of training with the IN-ON-IN system.
Teacher competency issues can be resolved through public consultation, training and partnerships with LPTK (Mahdum et al, 2011). Another strategy that can be carried out in improving teacher competence is by strengthening the internal quality assurance system (SPMI). In addition, the improvement of education quality is an integrated process with the improvement of human resources quality (Riduwan, 2015). All material presented in teacher training both at the school level, the Office of Education and Culture, LPMP and LPTK on mentoring, IHT, Workshop, Training, Technical guidance must use the Conscicha model ( Connected, Scientific, Character ).

CONCLUSION
Teacher competencies in the low category were pedagogic, social, and professional competencies in conducting chemistry learning activities in schools. Strategies to increase the competency of chemistry teachers in Palu City were direct mentoring by school principals and supervisors, training at the MGMP level, Education Office, LPMP, P4TK and LPTK, IHT, Workshop, and Technical guidance. The presentation model of training material is connected, scientific and character.