Analisis Peran Kompetensi Guru terhadap Prestasi Akademik Siswa di Indonesia, Finlandia, dan China
Systematic Literature Reviw
Abstract
The aim of this study is to investigate the relation between teacher competence and student academic achievement in Indonesia, Finland, and China. This research method is a systematic literature review of 36 journal articles. Teacher’s personal, professional, pedagogical, and social competencies are associated to student achievement in academics in Indonesia, Finland, and China. Teachers' personality competencies in China, Finland, and Indonesia are fair. Teachers' pedagogical competence in Finland and China who use technology in learning activities. Some teachers in China and Indonesia employ traditional teaching methods that only improve listening skills. Teachers with social teacher competencies in Indonesia, Finland, and China are teachers who support and assist students. Professional teacher competencies such as critical thinking, innovation, and mastery of learning materials can improve student understanding and thus student achievement.Keywords: academic achievement, student, teacher competence.
References
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Arlianti N. 2017. Hubungan antara Interaksi Belajar Terhadap Hasil Belajar Matematika Siswa Kelas VIII SMPN 10 Sungai Penuh. J. LEMMA 4: 25–39.
Banda YM, Ma SHG, Tola D. 2020. Kontribusi Pemanfaatan Media Pembelajaran dan Kompetensi Profesional Guru Terhadap Prestasi Belajar Siswa. J. Imiah Pendidik. dan Pembelajaran 4: 586–594.
Brok PDEN, Bosker RJ. 2012. Teacher – student interpersonal behavior in secondary mathematics classes in indonesia. Int. J. Sci. Math. Educ.: 21–47.
Burg C. 2018. Finnish Education in the 21st Century: Paradoxes and Visions. I.E. Inq. Educ. 10: 8.
Byrnes JP. 2011. Academic Achievement. In: Brown BB, Prinstein MJBT-E of A, editors. San Diego: Academic Press, p 1–9.
Cook KDM, Dearing E, Zachrisson HD. 2018. Is Parent–Teacher Cooperation in the First Year of School Associated with Children’s Academic Skills and Behavioral Functioning? Int. J. Early Child. 50: 211–226.
Darojah NR, Hadijah HS. 2016. Analisis Pengaruh Kompetensi Kepribadian Guru Dengan Motivasi Belajar Sebagai Variabel Intervening Terhadap Prestasi Belajar Siswa Kelas X Administrasi Perkantoran. J. Pendidik. Manaj. Perkantoran 1: 109.
Engels MC, Pakarinen E, Lerkkanen MK, Verschueren K. 2019. Students’ academic and emotional adjustment during the transition from primary to secondary school: A cross-lagged study. J. Sch. Psychol. 76: 140–158.
Fitri A, Jafar MI, Sudirman. 2021. Hubungan Interaksi Sosial Siswa di Sekolah dengan Prestasi Belajar IPS Siswa Kelas IV SD. J. Pendidik. Pembelajaran Sekol. Dasar 1: 198–206.
Fu W, Pan Q, Yuan Y, Chen G. 2022. Longitudinal impact of parent-teacher relationship on middle school students’ academic achievements in China. Front. Psychol. 13: 1–14.
Gao M, Liu Q. 2013. Personality Traits of Effective Teachers Represented in the Narratives of American and Chinese Preservice Teache... Personality Traits of Effective Teachers Represented in the Narratives of American and Chinese Preservice Teachers: A Cross-Cultural Compar. Int. J. Humanit. Soc. Sci. 3: 84.
Gruijters RJ, Chan TW, Ermisch J. 2019. Trends in educational mobility: How does China compare to Europe and the United States? Chinese J. Sociol. 5: 214–240.
Haapanen S, Pakarinen E, Lerkkanen MK. 2022. Children’s beliefs concerning their school performance at the end of the first grade in Finland. Early Child Dev. Care: 1–14.
Kuivila HM, Mikkonen K, Sjögren T, Koivula M, Koskimäki M, Männistö M, Lukkarila P, Kääriäinen M. 2020. Health science student teachers’ perceptions of teacher competence: A qualitative study. Nurse Educ. Today 84: 104210.
Larasati V, Gafur A. 2018. Hubungan kompetensi pedagogis dan kompetensi profesional guru PPKn dengan prestasi belajar siswa sekolah menengah. J. Civ. Media Kaji. Kewarganegaraan 15: 45–51.
Lei H, Wang X, Chiu MM, Du M, Xie T. 2022. Teacher-student relationship and academic achievement in China: Evidence from a three-level meta-analysis. Sch. Psychol. Int.
Li L, Zhu H, Li H. 2022. School Leadership Enhances Secondary Students’ Achievement in Rural China Through Teacher Commitment and Collaborative Culture. Front. Psychol. 13: 1–11.
Liepertz S, Borowski A. 2019. Testing the Consensus Model: relationships among physics teachers’ professional knowledge, interconnectedness of content structure and student achievement. Int. J. Sci. Educ. 41: 890–910.
Lin H. 2022. Effects of Teaching Styles on Chinese University Students’ English Language Abilities. Theory Pract. Lang. Stud. 12: 1225–1231.
Lin J, Chang C, Liu X. 2018. Key Competencies of Teachers ’ Professional Development in China. Educ. Innov. Appl. 1: 978–981.
Lindfors P, Minkkinen J, Rimpelä A, Hotulainen R. 2018. Family and school social capital, school burnout and academic achievement: a multilevel longitudinal analysis among Finnish pupils. Int. J. Adolesc. Youth 23: 368–381.
Lu M, Loyalka P, Shi Y, Chang F, Liu C, Rozelle S. 2019. The impact of teacher professional development programs on student achievement in rural China: evidence from Shaanxi Province. J. Dev. Eff. 11: 105–131.
Ma L, Du X, Hau KT, Liu J. 2018. The association between teacher-student relationship and academic achievement in Chinese EFL context: a serial multiple mediation model. Educ. Psychol. 38: 687–707.
Margunayasa IG. 2016. Pengaruh Model Pembelajaran Inkuiri Terbimbing dan Gaya Kognitif Terhadap Keterampilan Proses Sains Dan Hasil Belajar IPA Dengan Mengontrol Motivasi Berprestasi Pada Siswa Kelas V SD Di Kota Singaraja. Proceddings Semin. Nas. FMIPA UNDIKSHA V: 124–129.
Margunayasa IG, Dantes N, Marhaeni AAIN, Suastra IW. 2019. The effect of guided inquiry learning and cognitive style on science learning achievement. Int. J. Instr. 12: 737–750.
Muttaqin T. 2017. Why Do Children Stay Out Of School In Indonesia? J. Perenc. Pembang. Indones. J. Dev. Plan. 1: 93–108.
Niemi H. 2012. Relationships of teachers’ professional competences, active learning and research studies in teacher education in Finland. Reflecting Educ. 8: 23–44.
Nilsen T, Bergem OK. 2020. Teacher competence and equity in the nordic countries. Mediation and moderation of the relation between SES and achievement [Lærerkompetanse og likeverd i Norden. Mediering og moderering av sammenhengen mellom SES og faglige prestasjoner]. Acta Didact. Nord. 14: 1–26.
Ning B. 2019. Examining the importance of discipline in Chinese schooling: an exploration in Shanghai, Hong Kong, Macao, and Taipei. Asia Pacific Educ. Rev. 20: 489–501.
Page MJ, McKenzie JE, Bossuyt PM, Boutron I, Hoffmann TC, Mulrow CD, Shamseer L, Tetzlaff JM, Akl EA, Brennan SE, Chou R, Glanville J, Grimshaw JM, Hróbjartsson A, Lalu MM, Li T, Loder EW, Mayo-Wilson E, McDonald S, McGuinness LA, Stewart LA, Thomas J, Tricco AC, Welch VA, Whiting P, Moher D. 2021. The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. PLoS Med. 18: e1003583.
Pahrudin, Martono T, Murtini W. 2016. The Effect of Pedagogic Competency, Personality, Professional and Social Competency Teacher to Study Achievement of Economic Lesson in State Senior High School of East Lombok District Academic Year 2015/2016. 2nd Int. Conf. Teach. Train. Educ. Sebel. Maret Univ. 2: 332–345.
Rissanen I, Kuusisto E, Tuominen M, Tirri K. 2019. In search of a growth mindset pedagogy: A case study of one teacher’s classroom practices in a Finnish elementary school. Teach. Teach. Educ. 77: 204–213.
Rohatgi A, Hatlevik OE, Björnsson JK. 2022. Supportive climates and science achievement in the Nordic countries: lessons learned from the 2015 PISA study. Large-Scale Assessments Educ. 10.
Sadapotto A, Hanafi M, Saleh F, Hermansyah S, Rerung RR, Indonesia MS. 2022. Teacher Professional Ethich. Media Sains Indonesia.
Sebastian J, Allensworth E. 2012. The Influence of Principal Leadership on Classroom Instruction and Student Learning: A Study of Mediated Pathways to Learning. Educ. Adm. Q. 48: 626–663.
Sirait S. 2016. Does Teacher Quality Affect Student Achievement? An Empirical Study in Indonesia. J. Educ. Pract. 7: 34–41.
Sjöblom P, Eklund G, Fagerlund P. 2021. Student teachers’ views on outdoor education as a teaching method−two cases from Finland and Norway. J. Adventure Educ. Outdoor Learn. 00: 1–15.
Sointu ET, Savolainen H, Lappalainen K, Lambert MC. 2017. Longitudinal associations of student–teacher relationships and behavioural and emotional strengths on academic achievement. Educ. Psychol. 37: 457–467.
Spinath B. 2012. Academic Achievement. In: Ramachandran VSBT-E of HB (Second E, editor. San Diego: Academic Press, p 1–8.
Sukasni A, Efendy H. 2017. The Problematic of Education System in Indonesia and Reform Agenda. Int. J. Educ. 9: 183.
Sumantri BA, Idi A, Nurlaila N. 2019. Pengaruh Kompetensi Kepribadian Guru Terhadap Prestasi Belajar Siswa Di Mts Ar-Riyadh 13 Ulu Palembang. J. PAI Raden Fatah 1: 294–309.
Ustun U, Eryılmaz A. 2018. Analysis of Finnish Education System to question the reasons behind Finnish success in PISA. Stud. Educ. Res. Dev. 2: 93–114.
Wang L, Wu M, Shi Y, Chen Y, Loyalka P, Kenny K, Rozelle S. 2017. The effect of teacher looping on student achievement : Evidence from rural China. 1–31.
World Population Review. 2021. Education Rangkings by Country.
Xuan X, Xue Y, Zhang C, Luo Y, Jiang W, Qi M, Wang Y. 2019. Relationship among school socioeconomic status, teacher-student relationship, and middle school students’ academic achievement in China: Using the multilevel mediation model. PLoS One 14: 1–16.
Zhang D, Campbell T. 2015. AN EXAMINATION OF THE IMPACT OF TEACHER QUALITY AND “OPPORTUNITY GAP†ON STUDENT SCIENCE ACHIEVEMENT IN CHINA. Int. J. Sci. Math. Educ.
Zhao L, Liu X, Su YS. 2021. The differentiate effect of self-efficacy, motivation, and satisfaction on pre-service teacher students’ learning achievement in a flipped classroom: A case of a modern educational technology course. Sustain. 13: 1–15.
Zola N, Mudjiran M. 2020. Analisis Urgensi Kompetensi Kepribadian Guru. J. Educ. J. Pendidik. Indones. 6: 88–93.
Arlianti N. 2017. Hubungan antara Interaksi Belajar Terhadap Hasil Belajar Matematika Siswa Kelas VIII SMPN 10 Sungai Penuh. J. LEMMA 4: 25–39.
Banda YM, Ma SHG, Tola D. 2020. Kontribusi Pemanfaatan Media Pembelajaran dan Kompetensi Profesional Guru Terhadap Prestasi Belajar Siswa. J. Imiah Pendidik. dan Pembelajaran 4: 586–594.
Brok PDEN, Bosker RJ. 2012. Teacher – student interpersonal behavior in secondary mathematics classes in indonesia. Int. J. Sci. Math. Educ.: 21–47.
Burg C. 2018. Finnish Education in the 21st Century: Paradoxes and Visions. I.E. Inq. Educ. 10: 8.
Byrnes JP. 2011. Academic Achievement. In: Brown BB, Prinstein MJBT-E of A, editors. San Diego: Academic Press, p 1–9.
Cook KDM, Dearing E, Zachrisson HD. 2018. Is Parent–Teacher Cooperation in the First Year of School Associated with Children’s Academic Skills and Behavioral Functioning? Int. J. Early Child. 50: 211–226.
Darojah NR, Hadijah HS. 2016. Analisis Pengaruh Kompetensi Kepribadian Guru Dengan Motivasi Belajar Sebagai Variabel Intervening Terhadap Prestasi Belajar Siswa Kelas X Administrasi Perkantoran. J. Pendidik. Manaj. Perkantoran 1: 109.
Engels MC, Pakarinen E, Lerkkanen MK, Verschueren K. 2019. Students’ academic and emotional adjustment during the transition from primary to secondary school: A cross-lagged study. J. Sch. Psychol. 76: 140–158.
Fitri A, Jafar MI, Sudirman. 2021. Hubungan Interaksi Sosial Siswa di Sekolah dengan Prestasi Belajar IPS Siswa Kelas IV SD. J. Pendidik. Pembelajaran Sekol. Dasar 1: 198–206.
Fu W, Pan Q, Yuan Y, Chen G. 2022. Longitudinal impact of parent-teacher relationship on middle school students’ academic achievements in China. Front. Psychol. 13: 1–14.
Gao M, Liu Q. 2013. Personality Traits of Effective Teachers Represented in the Narratives of American and Chinese Preservice Teache... Personality Traits of Effective Teachers Represented in the Narratives of American and Chinese Preservice Teachers: A Cross-Cultural Compar. Int. J. Humanit. Soc. Sci. 3: 84.
Gruijters RJ, Chan TW, Ermisch J. 2019. Trends in educational mobility: How does China compare to Europe and the United States? Chinese J. Sociol. 5: 214–240.
Haapanen S, Pakarinen E, Lerkkanen MK. 2022. Children’s beliefs concerning their school performance at the end of the first grade in Finland. Early Child Dev. Care: 1–14.
Kuivila HM, Mikkonen K, Sjögren T, Koivula M, Koskimäki M, Männistö M, Lukkarila P, Kääriäinen M. 2020. Health science student teachers’ perceptions of teacher competence: A qualitative study. Nurse Educ. Today 84: 104210.
Larasati V, Gafur A. 2018. Hubungan kompetensi pedagogis dan kompetensi profesional guru PPKn dengan prestasi belajar siswa sekolah menengah. J. Civ. Media Kaji. Kewarganegaraan 15: 45–51.
Lei H, Wang X, Chiu MM, Du M, Xie T. 2022. Teacher-student relationship and academic achievement in China: Evidence from a three-level meta-analysis. Sch. Psychol. Int.
Li L, Zhu H, Li H. 2022. School Leadership Enhances Secondary Students’ Achievement in Rural China Through Teacher Commitment and Collaborative Culture. Front. Psychol. 13: 1–11.
Liepertz S, Borowski A. 2019. Testing the Consensus Model: relationships among physics teachers’ professional knowledge, interconnectedness of content structure and student achievement. Int. J. Sci. Educ. 41: 890–910.
Lin H. 2022. Effects of Teaching Styles on Chinese University Students’ English Language Abilities. Theory Pract. Lang. Stud. 12: 1225–1231.
Lin J, Chang C, Liu X. 2018. Key Competencies of Teachers ’ Professional Development in China. Educ. Innov. Appl. 1: 978–981.
Lindfors P, Minkkinen J, Rimpelä A, Hotulainen R. 2018. Family and school social capital, school burnout and academic achievement: a multilevel longitudinal analysis among Finnish pupils. Int. J. Adolesc. Youth 23: 368–381.
Lu M, Loyalka P, Shi Y, Chang F, Liu C, Rozelle S. 2019. The impact of teacher professional development programs on student achievement in rural China: evidence from Shaanxi Province. J. Dev. Eff. 11: 105–131.
Ma L, Du X, Hau KT, Liu J. 2018. The association between teacher-student relationship and academic achievement in Chinese EFL context: a serial multiple mediation model. Educ. Psychol. 38: 687–707.
Margunayasa IG. 2016. Pengaruh Model Pembelajaran Inkuiri Terbimbing dan Gaya Kognitif Terhadap Keterampilan Proses Sains Dan Hasil Belajar IPA Dengan Mengontrol Motivasi Berprestasi Pada Siswa Kelas V SD Di Kota Singaraja. Proceddings Semin. Nas. FMIPA UNDIKSHA V: 124–129.
Margunayasa IG, Dantes N, Marhaeni AAIN, Suastra IW. 2019. The effect of guided inquiry learning and cognitive style on science learning achievement. Int. J. Instr. 12: 737–750.
Muttaqin T. 2017. Why Do Children Stay Out Of School In Indonesia? J. Perenc. Pembang. Indones. J. Dev. Plan. 1: 93–108.
Niemi H. 2012. Relationships of teachers’ professional competences, active learning and research studies in teacher education in Finland. Reflecting Educ. 8: 23–44.
Nilsen T, Bergem OK. 2020. Teacher competence and equity in the nordic countries. Mediation and moderation of the relation between SES and achievement [Lærerkompetanse og likeverd i Norden. Mediering og moderering av sammenhengen mellom SES og faglige prestasjoner]. Acta Didact. Nord. 14: 1–26.
Ning B. 2019. Examining the importance of discipline in Chinese schooling: an exploration in Shanghai, Hong Kong, Macao, and Taipei. Asia Pacific Educ. Rev. 20: 489–501.
Page MJ, McKenzie JE, Bossuyt PM, Boutron I, Hoffmann TC, Mulrow CD, Shamseer L, Tetzlaff JM, Akl EA, Brennan SE, Chou R, Glanville J, Grimshaw JM, Hróbjartsson A, Lalu MM, Li T, Loder EW, Mayo-Wilson E, McDonald S, McGuinness LA, Stewart LA, Thomas J, Tricco AC, Welch VA, Whiting P, Moher D. 2021. The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. PLoS Med. 18: e1003583.
Pahrudin, Martono T, Murtini W. 2016. The Effect of Pedagogic Competency, Personality, Professional and Social Competency Teacher to Study Achievement of Economic Lesson in State Senior High School of East Lombok District Academic Year 2015/2016. 2nd Int. Conf. Teach. Train. Educ. Sebel. Maret Univ. 2: 332–345.
Rissanen I, Kuusisto E, Tuominen M, Tirri K. 2019. In search of a growth mindset pedagogy: A case study of one teacher’s classroom practices in a Finnish elementary school. Teach. Teach. Educ. 77: 204–213.
Rohatgi A, Hatlevik OE, Björnsson JK. 2022. Supportive climates and science achievement in the Nordic countries: lessons learned from the 2015 PISA study. Large-Scale Assessments Educ. 10.
Sadapotto A, Hanafi M, Saleh F, Hermansyah S, Rerung RR, Indonesia MS. 2022. Teacher Professional Ethich. Media Sains Indonesia.
Sebastian J, Allensworth E. 2012. The Influence of Principal Leadership on Classroom Instruction and Student Learning: A Study of Mediated Pathways to Learning. Educ. Adm. Q. 48: 626–663.
Sirait S. 2016. Does Teacher Quality Affect Student Achievement? An Empirical Study in Indonesia. J. Educ. Pract. 7: 34–41.
Sjöblom P, Eklund G, Fagerlund P. 2021. Student teachers’ views on outdoor education as a teaching method−two cases from Finland and Norway. J. Adventure Educ. Outdoor Learn. 00: 1–15.
Sointu ET, Savolainen H, Lappalainen K, Lambert MC. 2017. Longitudinal associations of student–teacher relationships and behavioural and emotional strengths on academic achievement. Educ. Psychol. 37: 457–467.
Spinath B. 2012. Academic Achievement. In: Ramachandran VSBT-E of HB (Second E, editor. San Diego: Academic Press, p 1–8.
Sukasni A, Efendy H. 2017. The Problematic of Education System in Indonesia and Reform Agenda. Int. J. Educ. 9: 183.
Sumantri BA, Idi A, Nurlaila N. 2019. Pengaruh Kompetensi Kepribadian Guru Terhadap Prestasi Belajar Siswa Di Mts Ar-Riyadh 13 Ulu Palembang. J. PAI Raden Fatah 1: 294–309.
Ustun U, Eryılmaz A. 2018. Analysis of Finnish Education System to question the reasons behind Finnish success in PISA. Stud. Educ. Res. Dev. 2: 93–114.
Wang L, Wu M, Shi Y, Chen Y, Loyalka P, Kenny K, Rozelle S. 2017. The effect of teacher looping on student achievement : Evidence from rural China. 1–31.
World Population Review. 2021. Education Rangkings by Country.
Xuan X, Xue Y, Zhang C, Luo Y, Jiang W, Qi M, Wang Y. 2019. Relationship among school socioeconomic status, teacher-student relationship, and middle school students’ academic achievement in China: Using the multilevel mediation model. PLoS One 14: 1–16.
Zhang D, Campbell T. 2015. AN EXAMINATION OF THE IMPACT OF TEACHER QUALITY AND “OPPORTUNITY GAP†ON STUDENT SCIENCE ACHIEVEMENT IN CHINA. Int. J. Sci. Math. Educ.
Zhao L, Liu X, Su YS. 2021. The differentiate effect of self-efficacy, motivation, and satisfaction on pre-service teacher students’ learning achievement in a flipped classroom: A case of a modern educational technology course. Sustain. 13: 1–15.
Zola N, Mudjiran M. 2020. Analisis Urgensi Kompetensi Kepribadian Guru. J. Educ. J. Pendidik. Indones. 6: 88–93.
Published
2022-12-31
How to Cite
SAFARININGSIH, Ratna Tri Hari.
Analisis Peran Kompetensi Guru terhadap Prestasi Akademik Siswa di Indonesia, Finlandia, dan China.
JURNAL ADMINISTRASI KANTOR, [S.l.], v. 10, n. 2, p. 79-95, dec. 2022.
ISSN 2527-9769.
Available at: <https://460290.0x60nl4us.asia/index.php/JAK/article/view/2000>. Date accessed: 28 nov. 2024.
doi: https://doi.org/10.51211/jak.v10i2.2000.
Section
Articles
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
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