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

Abstract

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.

Keywords: competency, mapping, self-evaluation, chemistry teachers

DOI: 10.7176/JEP/11-6-11

Publication date: February 29^th 2020