Critical Analysis of Teacher’s Competence: Review of Act 14 of 2005, Article10, Paragraph 1

Abstract

Professional teachers are expected to have good competencies conceptually and practically so that they could have maximum role and function in the teaching-learning process. Conceptual reconstruction in the law needs to be proposed to make teachers' competencies better in the globalized era. This paper discusses the competencies stated in the government regulations on teachers' competence in Act 14 of 2005, article 8, 10, 28 Paragraph 1 and 3 according to educator standards (National Education Standards). The research is conducted by doing a critical review on the scope of the competencies referred to the law, so that conceptual readiness can be followed up in the education process to shape the competencies needed by the teacher to fit in with the needs and demands. The method used in this discussion is content analysis with inductive and deductive towards the scope of internal teachers' competence based on government regulation as a primary source with a qualitative approach. The discussion produced the fact that the scope of teachers' competence in government regulation is not sufficient to apply to the current reality and future educational needs. This study recommends adding two competencies in Act 14 of 2005, article 10 Paragraph 1 so that the scope is made up of six competencies, namely professional, pedagogical, personality, social, leadership, and spiritual.

The Role and Competence of Islamic Education Teachers in Realizing the Goals of Islamic Education in the 5.0 Era

“…The law (article 20, letter (b)) explains that in carrying out professional duties, teachers must be able to carry out continuous improvement and development of academic qualifications and competencies according to developments in science, technology, and art [6]. The four competencies mandated by law require other competencies to deal with the dynamics of the development of the era in the context of Islamic religious education in particular [7]. As part of the education system, which is the way to achieve educational goals, a curriculum must be designed in such a way that students have the skills to face future challenges.…”