Hartoyo, D. Laras, Soenarto
Productive vocational teachers who are professionals are required to master the learning material both theory and expertise or vocational practice in accordance with what is needed in the world of work. Meanwhile, so far the certification model and competency test of productive vocational teachers through portfolio assessment, the Teacher Professional Education and Training (PLPG) model, and the Teacher Professional Education (PPG) model have not tested the mastery of skills or expertise competency possessed by the teacher. To overcome this, a study is needed to integrate skills competency tests into productive vocational teacher certification programs. In this article we will discuss the results of a survey on the integration of expertise competency tests into productive vocational teacher certification programs, which include: (1) How many teachers have an educator certificate and a certificate of expertise? (2) How big are productive vocational teachers who assess the importance and desire to have a certificate of expertise? (3) What is the teacher's opinion about the validity period of educator certificates and expertise certificates? (4) What is the teacher's opinion about the integration of skills or expertise competency tests into the teacher certification program? This research is a survey research with quantitative descriptive approach. Data collection was carried out on 7-8 September 2016. Data sources or respondents in this study included 98 productive teachers of Public and Private Vocational High Schools in Yogyakarta. Data collection methods carried out in this study used instruments in the form of questionnaires and list of entries. Data analysis techniques used are quantitative descriptive analysis techniques in the form of percentages. The results showed that: (1) Teachers who had an educator certificate were 61.22 % and teachers who had a certificate of expertise were 38.78 %; (2) Teachers who are of the opinion that an important certificate of expertise for productive vocational teachers is 91.84 % and teachers who wish to have a certificate of expertise are 87.76 %; (3) Teachers who argue to integrate the expertise competency test into the teacher certification program are 51.02 %, while teachers who argue between the teacher certification program and expertise certification separated are 38.78 %; (4) Teachers who think the validity period of the educator's certificate and expertise certificate forever are 28.57 % and 16.33 % respectively, teachers who think the validity period of the educator's certificate and expertise certificate for 5-10 years are consecutive 22.45 % and 34.69 %, and teachers who argue that teacher certification and expertise certification are carried out in stages and sustainably are 30.61 % and 36.74 %. © Published under licence by IOP Publishing Ltd.
Technology Vocational Education, Graduate School, Yogyakarta State University, Indonesia
