National Seminar and International Conference

Volume I Nomor 01 Sept 2015 ISSN: 772460-756001

Buku II

SCIENTIFIC FORUM-FACULTY OF EDUCATION DEPARTMENT OF SGIENCE EDUCATION (FIP-JIP)

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WORKING PAPER INTERNATIONAL CONTRIBUTION PROCEEDING Scientific Forum-Faculty of Education Department of Science Education (FIP-JIP) and The International Seminar Septem6er, 09tli -JJ<t 2015, qorontafo

CONNECTING TO COMPETE: THE ACTUALIZATION ON SCIENCE EDUCATION THROUGH THE INNOVATION AND CULTURAL UNIQUE IN ASEAN ECONOMIC COMMUNITY

Reviewer: Prof. Dr. Abd. Kadim Masaong, M.Pd Prof. Dr. Ansar, S.Pd., M.Si Prof. Dr. Abd. Haris Panal, S .Pd., M.Pd Dr. Phil Thkfan Haris, M. Sc Dr. Arwildayanto, M.Pd Dr. Sukirman Rahim, M.Si Vina Afuiany, Ph.D Dr. Ade Gaffar Abdullah, M.Si Basri Amin, S.Sos., MA

Steering committee: Dr. Nasrun, M.S (I~donesia)

Secretadat Team:

Layout:

Cover Desain:

First Edition:

Prof. Dr. Abdul Rashid Mohammad (Malaysia) Prof. Dr. Ranbir Malik (Australia) Dr. Jessie Png Lay Hoon (Singapore) Prof. Bambang Budi Wiyono, M.Pd (UM Malang) Prof. Dr. Fa~din, M.Pd (UNNES) Prof. Dr. Ahman, M.Pd (UPI)

Pr~?.f Dr. Firman, M.Pd.Kons (UNP) Prof. Dr. Deitje Katuuk, M.Pd (UNIMA) Dr. Welll}y Hulukati, M.Pd (UNG) Dr. Sofia Hartati, M.Si (UNJ) Drs. Sujarwanto, M.Pd (UNESA)

· Dr. Hariyanto, M.Pd (UNY) Dr. Abdullah Sinring, M.Pd (UNM) Drs. Ketut Pudjawan, M.Pd

Dra. Maryam Rahim, M.Pd Dr. Baja'hg Asrin, S.Ag., M.Pd Dr. Isnanto, S.Pd, M.Ed Sri Indrawati Zakaria, S.Psi., M.Pd Muhammad Sarlin, S.Pd., M.Pd Chandra Cuga, S.Pd., M.Pd

DediTuU

Committee ofFIP-JIP 2015 Forum

September 2015

1

..

CONTENTS

ITRODUCTION

CONTENTS vii

FIP-JIP 2015 Conference UNG-Gorontalo, Indonesia Global Push for Best Pedagogical 1 Practices: Some Challenges for ASEAN Region Ranbir Singh Malik

New Horizons in Teacher Education Aspirations and Challenges for Malaysia 39 Abdul Rashid Mohamed

lnterculturality in Foreign-Language Teaching From a German Perspective and With Some 52 SidP. Glances To ASEAN And EU Dr. Marco Stahlhut (M.A., M.A.)

Singapore's teacher educatioo: relevant in asean? 63 Dr. Jessie Png

Mengokohkan Eksistensi Administrator/Manajer Pendidikan Profesional Dalam Mendukung 64 lmplementasi Sistem Pendidikan Nasional Yang Bermutu Untuk Pembangunan Indonesia Berkelanjutan Udin Syaefudin Saud

Pengembangan Model Pelatihan MBS Bagi Kepala Sekolah 73 Arismunandar, Nurhikmah H & Widya Karmila Sari Achmad

Authentic Leadership Kepala Sekolah Dalam Menanamkan '

82 Aan Komariah

~

Pengaruh Kecerdasan Emosional, Kecerdasan Spiritual Dan Kompetensi Sosial Kepala 94 Sekolah Terhadap lklim Sekolab Abd. Kadim Masaong&Lusiani Luluk

Pendidikan karakter dalam perspektif psikologis siswa sekolah menengah pertama di era 109 globalisasi Dan multikultural Agustinus Hermino

Manajemen Pendidikan Karaktersekolah Berbasis Religi 127 Ahmad Yusuf Sobri

' Meningkatkan Kompetensi Kepala Sekolah Dalam Membangun Sdm Pendidikan Bermutu 133 Dihubung Dengan Kkni Aliman Siana

Pengembangan Kompetensi Supervisi Kepala Sekolah Dalam Upaya Membantu Guru 141 Menciptakan Pembelajaran Bermutu Aman Simaremare

Total Quality Management (TQM) Dan Mutu Perguruan Tinggi 153 Ansar

Vlll

I The Internalization Of Quality Cultural Values In Affirming The Nation's Character 160 Arifin, Ahmad Sonhadji KH, Hendyat Soetopo, Ibrahim Bafadal

The Principal's Strategies In Fostering Senior High School Students' Discipline In 167 Gorontaio Arifin Suking

Konstruksi Pendidikan Berbasis lndrustri Kreatif 177 Asep Sunandar

Pendidikan Tinggi Membangun Ketahar.~n SDM Indonesia (peluang dan tantangan pad;; 185 j era meaj Bajang Aslin, lsnanto

Pelaksanaan Tracer Study Sebagai Akuntabilitas Perguruan Tinggi Pad a Lulusan 197 Besse Marhawati, Nurul Ulfatin, Utami Widiati , lmron Arifin

Mengelola Organisasi Sekolahmenggunakan Fungsi Memimpin 209 Burhanuddin

• Peranan Tata Usaha Fakultas dalam Meningkatkan Hasil Pendidikan yang Bermutudi 220 Perguruan Tinggi Elfi Farida

• Entrepreneurship dalam Manajemen Pendidikan 229 Elfrianto

Training of Environment-Based Learning Sourceto Primary School Teachers in Limboto 244 Barat Subdistrictdistrict of Gorontalo 2012 Fadliah

Sistem Pendidikan Nasional Memasuki Era lndustrialisasi (Tantangan dan lsu-lsu 255 Pendidikan Nasional Serta Solusinya) Hendyat Soetop.Q.

Improved Quality Management Higher Education 269 Herasni, Erwin Bakti, 8"akrie

Deskripsi Gaya Kepemimpinan Dekan Di Lingkungan Universitas Negeri Gorontalo 289 lkhfan Haris

Mengembangkan Kepemimpinan Kepalasekolah Berbasis Nilai Dan Etika 302 Imam Gunawan

Principal Effect of M'l'agerial Ability to Service Quality Education In SMK Se City State 313 Gorontalo lntan Abdulrazak, lntan Palandeng

Pentingnya Keterampilan Manajerial dalam Pengelolaan Sekolah Unggul Di Era Masyarakat 322 Ekonomi Asean 2015 Karwanto

Budaya Organisasl Sekolah Pasca Penerapan Pendekatan Manajemen Berbasis Sekolah 334 Muhammad Polinggapo

IX

160

167

177

185

197

209

220

229

244

255

269

289

302

313

322

334

The Effect of incentiveson teacher Performance at State Senior High School in Medan City 343 Nasrun

Pengaruh Pemberdayaan dan Pengawasan Terhadap Produktivitas Kerja Pegawai 352 Administrasi SMA Swasta Jakarta Utara Neti Kamati

Urgensi Pembelajaran Supervisi Pendidikan {Suatu Tinjauan lnovasi bagi Program SM3T) 361 Nirmala

Perilaku Kepemimpinan Kepala Sekolah dalam Peningkatan Kualitas Guru pada Daerah 372 Pasca Konflik Di Ambon Nur Hasanah

Roadmap Manajemen Pendidikan Dalam Upaya Memecahkan Masalah Pendidikan Di 384 Daerah Pedesaan!Terpencil Menghadapi Era Mea Nurul Ulfatin

Peningkatan Partisipasi Orang Tua Siswa Dalam Pendidikan Menuju Generasi Emas Indonesia Raden Bambang Sumarsono

Membangun Kompetensi Riset Mahasiswa S1 Administrasi/Manajemen Pendidikan Rahmania Utari

Essensial Supervisi Manajerial untuk Meningkatkan Performans Kepala Sekolah dalam lmplementasi Manajemen Berbas!s Sekolah (MBS) Ratmawati. T

Upaya Peningkatan Mutu Layanan Akademik Perguruan Tinggi Rita Prima Bendriyanti

Organizational Justice and Job Satisfaction of Teacher Rugaiyah, Astri Nurul Aprili~i . Desi Rahmawati

Peran Kepata Sekolah dalam Menyiapkan Lulusan SMK yang Berkualitas dan Berdaya Saing di Era Mea Sitti Roskina Mas

398

408

415

424

434

445

Pengembangan Kompetensi Mahasiswa Sebagai Caton Manajer Pendidikan dalam 459 Menyusun Sistem Mutu Pengelolaan Pendidikan Tinggi Sultoni

Peningkatan Kompetensi dan Kemampuan Sumber Daya Manusia pada Administrasi 473 Sekolah ' H. Syaiful Sagala

Kenapa Manajemen Berbasis Sekolah itu Buruk 484 Teguh Triwiyanto

Pengaruh Keefektifan Sistem lnformasi Manejemen Akademik Dan Kinerja Dosen Terhadap 492 Motivasi Berprestasi Mahasiswa Fip Unima Tolukun Threesje, Daniel C. Kambey, El!en S. Kambey

Carut Marut Kebijakan Pendidikan Di Indonesia Udik Budi Wibowo

X

502

Reducing Vulnerability And Increasing Opportunities In Education For Woman's In Lao 510 I P.D.R ! Viengdavong Luangsithideth

Learning Management Local Culture Education Dance At Elementry School 521 (Creativitation And Apreciation) Wahira

Kompetensi prcfasional pengawas melalui pembinaar. guru daiam m<;nghadapi Era 528 1

.

Msyarakat Ekcnomi Asean 2015 1 Wami Tune Sumar

Pembentukan Keprofesionalan Pengawas Pendidikan sebagai Supevisor melalui Program 541 Magister Pendidikan (S-2) Konsentrasi Kepengawasan Pendidikan Yasaratodo Wau

Hubungan antara Komitmen dan supervisi Kepala Sekolah dengan Perilaku Mengajar Guru 553 Sekolah Dasar Negeri Se-Kecamatan Tibawa Kabupaten Gorontalo Zulmy Pranoto Lahay, Syamsu Qamar Badu, Arfan Arsyad

Administrasi Pendidikan; Sebuah Persfektif baru dalam llmu dan Praktik Administrasi 582 Pendidikan Di Indonesia Cepi Triatna

Auidit Mutu Internal sebagai Penjaminan Mutu Di Sekolah 591 Wahyu Sri Ambar Arum

Educational Management Within Stakeholder Society Toward Asean Economic Community 606 (AEC) Fory Armin Naway

Optimalizing The Access Of Learning Resources Through Open Learning Object Aplication 614 Using Cloud CMnputing Media Yulias Prihatmoko, Eka Pramono Adi

" Bridging The Digital Learning Resources Gap Through Multimedia Utilization Using let 623 Principles In Instruction Yerry Soepriyanto, Henry Praherdhiono

Applicating The Cyberwellness Learning Resources (Cir) To Filtering Dangerous Content 629 Access And Learning Network On Internet Susilaningsih, Henry Praherdhiono

Width And EquitabiMccess Of Higher Education Through International And Competitively 638 Instructional Digital Broadcasting System Sulton, Eka Pramono Adi , Henry Praherdhiono

The Ergonomic Based Simulator Of An E-Learning Ecosystem As A Total Approach To The 646 Development Of Digital Learning Environment Henry Praherdhiono, Eka Pramono Adi

Applicating The On-Une Management And Collaborative Editing Using Tutorial Of Audio 656 Video On Demand Technology To Increase Lecturer's Scientific Work In Higher Education Eka Pramono Adi , Henry Praherdhiono

Xl

IR I

521

m 541

ru 553

582

591

ity 606

ion 614

623

t 629

ely 638

he 646

656 n

Development Of Prospective Teachers Learning Model Integrating let Cyberwellness In The

I Concept Of Continuous, Convergent And Concentric I 1

Dedi Kuswandi, Eka Pramono Adi, Yerry Soepriyanto II

675 11 Constructing The Educators Knowledge Through Communication In Teacher Community Using Informatics Perspective Bambang Bayu Pacific Suprapto, Henry Praherdhiono 1

I Applicating The Web-Based Collaboration Writing And Editing To Improve Quality Of

I Student Scientific Works Arafat Husna, Sihkabuden, Eka Pramono Adi

Developing A Digital Learning Environment In An On-Line Learning Through "Cloud Computing" Technology Agus Wedi, Henry Praherdhiono

Pengembangan Buku Ajar Berbasis Proyek Untuk Meningkatkan Hasil Belajar Mahasiswa Desak Putu Parmiti

Makna Perubahan Kurikulum, Tinjauan Secara Teoritis Fetri Yeni J. dan Zuwima

Penggunaan Multimedia Dalam Pembelajaran Dan Self-Regulated Learning Dalam Meningkatkan Hasil Belajar Retensi Dan Transfer Mahasiswa I Gde Wawan Sudatha

Strategi Pengembangan Dan Pemanfaatan E-Learning Dalam Proses Pembelajaran I Kadek Suartama

1 682

I 689

694

702

709

719

Online Collaborative Teaching For Core Courses In Educational Technology Department 729 Luh Putu Putrini Mahadewi

Modellntegrasi Teknologi lnformasi Dan Komunikasi Dalam Pembelajaran Jarak Jauh Muhammad Yaumi, Muljom!J Oamopolii

Definisi Teknologi Pendidikan Dan Peluang Kerja Lulusan Teknologi Pendidikan Sebagai Acuan Pengembangan Kurikulum Jurusan Teknologi Pendidikan Di Era Masyarakat Ekonomi Asean I Made Tegeh

ldentifikasi Kebutuhan Tenaga Pengembang Teknologi Pendidikan Di Sekolah Nurhikmah H.

Kompetensi Mahasiswa Dalam Memanfaatkan Digital Library Rustam I. Husain '

I Developing The Electronic Media Through Portfolio Self Video On Demand On-Line

I (Svodoo) Technology As Strengthening Effort The Social And Emotional Aspects For Prospective Teachers In Lptk

1 Sihkabuden, Arafah Husna, Henry Praherdhiono

I The Role Of Schooling Implant The Morals Value In Elementary School

1

Sulthoni

Xll

, 738

750

762

776

785

797

Akiualisasi Teknologi Pendidikan Dalam Penerapan Pendekatan Saintifik Pada Kurikulum 805 2013 Syafril

Peran Penuidikan Berbasis Entrepreneur Dalam Pengembangan Masyarakat Ei<onomi 814 Kreatif Zelhendri Zen

Kualitas Kepraktisan Formulasi Strategi Penerapan Blended Learning Dalam lmplementasi 821 Kurikulum Di Jurusan Ktp Fip Universitas Negeri Padc:mg

1 Alv1en Bentri, Ulfia Rahmi I

A Review Of The Curriculum For Higher Institute Of Teachers Education And Challenges 829 Of The Globalization Anak Agung Gede Agung

Pengembangan Program Video Pembelajaran Moral Bagi Murid Sekolah Dasar 843 Abd. Haling & Arnidah

Xlll

~PlDIN(] of Education Department of Science Education (FIP-.JIP) ;:md The International Semniar

. · , ' q'Jront<Ifo, 09- 11 SeptemGer 2015

EFFECT OFINCENTIVESONTEACHER PERFOP""l\fANCE AT STATE SENIOR HIGH SCHOOL IN _MEDAN CITY

Nasrun

Program S3 Manajemen Pendidikan Universitas Negeri Medan

nasrun. nst(ti{gmai i. com

Abstrak ujuan dari penelitian ini yaitu untuk mengetahui pengaruh pemberian insentif kinerja guru SMA Negeri Kota Medan. Jenis penelitian yang digunakan dalam adalah explanatory research serta metode yang dipakai adalah mewde ex post

pertimbangan bahwa penelitian yang dilaksanakan tergolong non eksperimen. ex post facto digunakan untuk menguji hipotesis yang telah diajukan yaitu terdapat

yang signifikan antara variabel bebas pemberian insentif dan kinerja guru sebagai terikat. Populasi dalam penelitian ini adalah guru SMA Negeri Kota Medan 241 guru. Penelitian ini mengunakan analisis statistik deskript!f dan analisis yang digunakan untuk mengetahui penagruh pemberian insentif terhadap kinerja Negeri Kota medan. Data diolah dengan menggunakan komputer program SPSS

"" .... '"''·'· Berdasarkan hasil analisis inf.erensial dengan menggunakan teknik analisis analysis) dengan menggunakan taraf signifikansi a = 0,05 didapatkan nilai

jalur sebesar 0,350Hal ini menunjukkan bahwa variabel pemberian insentif pengaruh langsung positif dan signifikan terhadap kinerja guru SMA Negeri

: insentif, kinerja guru

Education in Indonesia aimstodevelop students to becomea man of faith,

healthy, knowledgeable, skilled, creative, independent, andbecomecitizens of

responsible (UuSPN No.20/2003Chapterii,Section3). Inorder to

goals, an educator who perform the learning process needs

seriesof activitiesstarting from planning, to define a strategy, the selection

Dalsandlrtethods ofteaching, to the proper judgment.

~ASS~~ssntent isone of the processesthatcanbe the basis ofthe characteristics ofthe

system, and generally the studentsin the school system is themain focus of an

' process. The purpose of assessment in educational institutions in generalis to

the success rate of learning between students and teachers. Teachersare givena

of responsibility toensure theim provement ofthe qualityof learning in students.

(in David&Macaya) statedthatmany factors-factors that cancontributetoenhance

process moreeffective, butteachersadmittedhavingthe greatest influence onthe

ofthe This leads toassessteacher perfonnanceis just as

learning outcomesor learners.

The results of the study from The United Nations Development Programme (UNDP)

Human Development Index (HDI) in Indonesia rose, both in the index values and

Indonesia's ranking as the HDI of South Africa, namely 121 of 187 countries, up 3

the order of 124 on last year. But even more increased, it has not been able to put

343

Scientific Forum-Faculty of Education Department of Science Education (FIP-JIP) and The . q~·· --·t .•f." (IU

Indonesia in line with the country's best educational system. Based on a

international survey since 2003 by the Organization for Economic Development (OECD) ranked first for the world's best education system

The survey known as PISA are used to measure students' abilities in science, math. finland not only excel academi cally, but also shovv's superior in the

children whom mentR lly weak. Based on the results of further research found that

of the education system in Finland the key lies in the quality of its teachers. are teachers with the best quality with the best training anyway.

Teachers as one of the major assets and resources in improving the

education, must have the appropriate quality demands of globalization and

requires learners to have good abilities and characteristics. Teachers are required

high performance, so as to motivate and facilitate learners to be able to show potential. Performance is derived from the word teacher job performance/ actual

that translates into actual performance or achievements accomplished by

means an achievement which appears as a fonn of work in a person's success. The • the work is also determined by one's work and competence on the job, job

related to a person's job satisfaction. Based on the theory of Gibson, Ivancevich &

stated there are three groups of v~iables that affect the performance and

( 1) individual variables, which include the ability and skill, physical and mental,

experience and demographics, age and gender, origin and forth. Capabilities and major factor affecting the performance of the individual, demographics while

direct relation to the behavior and performance, (2) organizational resources, leadership, rewards, structure and design of the work, (3) psychological

namely perception, attitude, personality, learning, job satisfaction and motivation.

Based onth'e results ofstudies onteacher performance, learning

performanceof teachersinlesson planning, teacher's performancein #

learning, teacher performancein the evaluationof learning. Based onthe

performance of teachersinsomeState Junior High School arethe performance

teachersin planning learning that there are teachers who stillhave notmadepre

before teaching lessons. This canbe seen when as kedabout lesson plans, some

in terviewed saidto have lesson plans, butdo notreadit firstbeforethe lemnm~~

fact,there are teachers v4to do not really know preparing lesson plans, so thatin

oflearningto walk with out systematic planning. Similarly, inthe w. lliJ"·IIIWII

learningthere are stillteachers whohave not

ofcalmwhenthere are student swhodowellin the fray in classroom. In additio

evaluation still not apply with proper by teacher.

LITERATURE REVIEW

Incentives

The incentive is an effort from outside the organization to provide <>t1t1tttl\llll

encourage employees to work even harder and eager to improve their

company in the operations always need workers, therefore the labor factor

(/_)(J(O(!F/BDI:Nq Forum-Faculty of Education Department of Science Education (FIP-JIP) and T~e lnterr.<:tiona! Semniar

· qorontafo, 09-11 Septrot6er 2015

Thus the use of labor need for incentives by the work and fair wages are important

a clearer ur:derstanding of the incentives, below there are some experts who put

the notion of incentives. Moorehead & Griffin gives the definition of incentives as

award given by the organization on a person I group work showing achievement I well beyond the provision of a common wage. Moh. Asiad draw conclusions

salary I incentive awards of employee energy is manifested as a result of

or a service that is considered to be equal to it, in the form of money, without the

must in each week or month.

Meanwhile, according to the UNDP Capacity Development Resource incentives are

actions that are designed and specified to influence the motivation and behavior of

groups or organizations. Incentive measures, such as salary, allowances

, and non-financial gain, recognition or sanctions are used to motivate employees to

performance. Therefore incentives should be designed to be able to increase the

From the opinions of the experts above, in general the provision of incentives

to reward certain achievements produced by someone to want to work with good

able to achieve higher levels of performance that can evoke passion for the work.

Performance can also be in terpreted performance orexecution of workor performance

Minnersuggests performance appropriateness of behaviorisexpectedbythe

Ano ther expert that Griffinst at edthat performance is the totality of behavior

to workorganization wishesto display. Everyteacherstrives todo their job properlyto

lllsntcto.rv resultsin ord~r toachieve the goalof an organization or group in a work unit.

teacher's performance is the resultof workwhich teachersachievethe job

These requirementsa:re usuallyspecified inanorganization, includingtheschool

Performance standardsneed to be formulatedtobe used asa referencein

assessment,by comparingwhat wasachieved withwhat ts expected.

standardscan beused as a benchmarkin performinga variety ofaccountability

Based on theseveraltheoriespresented aboveit can be

"""'~'"a~u1.., performanceisan action takenbyan individualtobe completedwithin a certain

tbat it canbe measured. '

2 3 Hypothesis Model

Incentives I L...-________ _1-----~~o>~• Teacher Performances

to be tested in this study is: "The provision of incentives (Xl) directly

the teacher performance (X2)".

study was to determine the effect of incentives on

performance, this study are categorized by explanatory research. The method used in

can be classified in the ex post facto method with the consideration that non-345

Scientific Forum-Faculty of Education Department of Science Education (FIP-JIP) and The I ';_,::.:~i.J1'tnf_--:: ll:_) ! 1

classified research conducted experiment. According to Kerlinger ex post fa~to

be used in experimental research, where the researcher does not intervene on the variables, as the manifestation of these variables has appeared or is not intrinsically

may be manipulated. Based on the understanding that it can be seen that the

research can be useful to explain the influence of variables tested using statistical tests.

study will be find whether a significant influence on the performance of State Junior School by teacher incentives in Medan. The analysis technique used is descriptive

and inferential analysis.

RESULTS AND DISCUSSION Descriptive Analysis

Descriptive analysis discusses the average score, minimum score, maximum

range, median, mode and standard deviation. Besides presented descriptively, for understanding the research data, the data is also presented in the form of a

distribution and histogram ch¥fs. Descriptive summary of the analysis are presented in

I

Tablel Descriptive Statistics Summary of Research Data Analysis Variable

x. Xz Number of of data (N) 241 241

Minimum Score 72 36

Maximum Score 168 64

Range 96 28

Number of the class .... 9 8

Interval 12 5

Average 124,15 52,95

Standard Deviation 18,84 5,52

Median 122,59 52,89

Mode 112,72 52,59

Minimum ideal score 34 15

Maximum ideal score 170 75

Average ideal 102 45

The Ideal standard 22,67 10 deviation

Specification:

XI: Incentives.

X2: Performance

Data Incentives.

Data variable incentives (Xl) consists of two indicators: 1). Includes direct payments and other financial benefits, 2). Non-financial. Data variable ·

amounted 241. Here is presented a data distribution and trend of the data rate

follows:

a). Data Dist11 Distribution o

n Table 2:

median, m

categor

as follows:

Low

<PR.fX!EPiDI!N(j ~O"'m-~=:Jc'.''!y of Education Department nf ~~~ienc"' Educatlnr. (FIP-.JIP) and The lntematicnal Semniar

· qorontafo, 09-11 Septem6er 2015

a~ Data Distribution and Frequency Distribution Table Scores of Incentives

Distribution of data and frequency distribution of incentives variable scores can be

2: Table2 L1centives ScoreFrequency Distribution

Interval Class Frequency Percentage(%) FCumulative

(%)

71,5-82,5 2 0,83 0,83

82,5- 93,5 8 3,32 4,15

93,5 -104,5 25 10,37 14,52

104,5 -115,5 57 23,65 38,17

115,5 - 126,5 45 18,67 56,85

126,5 - 137,5 41 17,01 73,86

137,5- 148,5 38 15,77 89,63

148,5 - 159,5 18 7,47 97,10

159,5 - 170,5 7 2,90 100,00

241 100,00

Table 2 showed that the highest score is the class interval from 159.5 to 170.5 of 7

2.90%), while the lowest score is the class interval from 71.5 to 82.5 by 2 people

The highest frequency of 57 (23.65%) lies in the class interval from 104.5 to 115.5,

remaining 72.62% intervals distributed on six other classes.

b) Rate Trends ....

Based on the 34 point statement about incentives that were answered by 241

look for variation over severai possible answers. Spread of respondents answer

choices are always, often, sometimes - sometimes, rarely, and never. From the

of respondents then be calculated through scoring, sum score, the calculation of value

median, mode, and standard deviation. Based on the formula presented earlier

above, the obtained results about the tendency of respondents

4.3.Results of Calculation Classification Criteria Category Variable Incentives

Formula CategoryScore

X:~ Mean+ l.Standar deviation ~143

X: Antara Mean± 1.Standar deviation 105 s.d 143

X : Mean - l.Standar deviation ~105

Based on the criteria of classification category esincentive variabl eslistedin Table3,

· presentedinclinationlevelrespondentsin Table4below:

Score Frequency Percentage (%)

347

Scientific Forum-Faculty of Education Department of Scienc;;e Education (FIP-JIP) and The Jnt<>n,:~tinrl:ltl CjnmHI rr fo. r;g

Height 2:143 44 18,26

Medium 105 s.d 143 158 65,56

Low :S: l 05 39 16,18

Total 241

The datain Table4 above show sthat as many as18.26% of

theincentivesgiven toteachersalready highorveryadequate. While65.56% of the

aregivenincentivesoradequate, and the remaining 16.18% indicates

toteachersis loworinsufficient. Empiricaldistribution of scores for

mentincentivesspreadbetween the lowest scorethe highest scoreof 72 to 168.

2.Teacher Performance Data

The datateacher performancevariables(X2) consistsofthreeindicators:

learning, 2) Implementationof learning, and 3)Assessment of learning. The

distributionof dataandthe level ofteacher performance datatendenciesasfollows:

a )DataDistributionandDistribution TableFrequencyScore Teacher

Distributionof dataanddistribution ofpersonal • teacherscan be seenin Table5 :

Table4.5. FrequencyDistribution ofScoreTeacher PerformanceAssessment

No Interval Class Frequepcy Percent(%) F Cumulative

1 35,5-39,5 3 1.24 1.24

2 39,5- 43,5 8 3.32

3 43,5 -47,5 27 11.20

4 47,5 -51,5 56 23.24 39.00

5 51,5 - 55,5 70 29.05 68.05

6 55,5- 59,5 47 19.50 87.55

7 59,5 - 63, 26 10.79 98.34

8 63,5- 67,5 4 1.66 100.00

241 100.00

Table5 showsthat thehighest scoreistheclassintervalfrom

4people(1.66%), while thelowest scoreistheclassintervalfrom 35.5 to 39.5for

.Thehighestfrequency of70(29.05%) lies intheclassintervalfrom 51.5 to 55.5,

remaining68.05% distributedin5classesotherintervals.

b) RateTrends ' Datawerenettedfrom 15 grainsassessmentof teacher performancegiven

leaders( assessors) to 241 teachers showed a variation of several assessment

Assessment of school leadership on teacher performances coresspread of answer

5,4,3,2, and 1 of the response assessment then be calculated based on the fonnul

classification obtained results tendency of teacher perfonnance assessment are as Table 4.6. Category Classification Criteria Calculation Result VariabieTeacher

Performance

Classification Formula

Height X : 2: Mean + l.Standar deviation

Medium X: Antara Mean± l.Standar deviation

Low

Height

Medmm

Low

Total

fPJ{O(!EPlDIN(] Forum-r;:;:cll itv "f Educ.Btioli Der>~rtment of Scienc;:; fd tH·:atin n (FiP-.JIP\ a;;.-l The International Semniar

- . fiorontafo, 09-11 Septem6er 2015

Low X: Mean - l.Standar deviation :::;47

Based on thecriteria ofclassificationcategorieson teacher performancevariableslistedin the followingsummaryis presentedinclinationlevelassessmentof teacher

118Dce:tnro,ughTable ?below:

The Trendlevel ofLeadershiponTeacher PerformanceAssessment Skor Frekuensi Percentage (%) '> .C::Q 42 17,43 :.__ ./ '-'

47s.d 58 161 66,80

:::;47 38 15,77

241 100,00

datain Table4.7aboveshowsthatas many as17.43% of teacher

thathavehighorverygood. While66.80% of teacher

118lloeap]Jrmsal<~xplres earno<ler:ate. ormeet, and the remaining 15.77% said teacher

on calculationsshowlargepathcoefficientp5.1 =0.350, andthepath

out greaQ0,05, soHois rejectedandH1 is accepted . This suggeststhat

toteachersdire'Ctly influence theperformance ofthe teacher. or nota significantincentiveeffect(Xl) on the performanceof

then tested thesignificance ofthet test. The calculation resultobtained by

, while thetablet= 1.97,df =239andatu=0.05, so thatt2:t2:1.97tableor16,432.

is adirect influencebetweenthe proVIsiOn of incentives(Xl) on the

teachers(X2). Thusit can be statedthe provision of incentiveswas improvingteacher performance.

' Incentives Analysis of Direct Impact (Xl) Against Teacher Performance (X2). The relationship between the provision of incentives to performance has long been a

and discussion of expert behavior. Very much research done to determine the

· between the two variables. Performance is the degree of success in implementing

and the ability to achieve the goals set. Each individual has a different performance

is a high, medium, and low. This difference is influenced by the incentives given

As previously noted, the incentive is an effort to encourage employees to work

and eager to improve their performance. In running the company labor factor

major attention, particularly the incentives that must be balanced with the

This is in accordance with the opinion of the Vroom argues that employees

349

Scientific Forum-Faculty of Education Department of Science Education (FIP-JIP) and The lnt~>,rn~htlllll r;jof"':l~!::h, [)~

who have a good performance will earn the reward, and the reward will give

the employees. It is almost as expressed by Arikunto stating that performance influenced by external factors consist of facilities and infrastructure, incentives or

working conditions and working environment. The existence of a direct effect on teacher performance incentives and·

on performance through the provision of incentives work motivation has been

in this research. The result indicates the path coefficient between incentives

affect the performance of teachers, and the magnitude of the direct contribution These findings reinforce the theory proposed earlier by Buchan said incentives

positive influence on the pertormance of the individual who will provide a signi

on the organization's progress.

For Futher, Buchanstatedthattheincentivesshould beby way of: (1)

strategy, using the strategy ofthe organizationas a whole, (2) must bein

theobjectives of the organizationandtype of work, (3) the

ofthelirnitingincentivesandgolicyreformmodify theincentivepolicy.

theincentiveisanincentiveordrivingpassionorexcitementcan causea person's

improveperformance.

The findingsof this study was associated with Buchanand Heneman opinion,

that in order to improve theperformance of teachers SMA Medan can be done by

incentives by referring to the appropriate strategies and consider the work done

teacher. Haneman states incentives have advantages and

Therefore,theprovision of incentives should an organization has conducted find effective incentives for performance. This is reinforced bythe opinionand Fuad Heidjrachrnan Ranupanjo do saying that providing the opportunity for teachers to

selfishneedsin relation ~tothe provision of incentives. Principals sn<mljlapiprectatiDJ

ofteachersandprovide an opportunity to do something in order to achieve the

school. Some one who feels the job is not important, it is often not the

tencornplained in performing their duties.

CONCLUSIONS AND RECOMMENDATIONS

Conclusion The incentives Infiwenceon teacher performanceSMAMedanbased on

resultsshowthat theincentivesarein thehighcategory. While the principal ... ..,..,..,.., ...... _

perfonnance ofteacherswhowere in the neighborhood of Medan SMA is in the

quitewell. This in dicatesthatin the opinion ofthe State High School principal Medan

they have had optimal performance. Providing incentivesa

effecton the performanceof teachers with path coefficientofD.350.

directincentiveson teacher performance SMA Medan is 0.350 or 35%.

Recommendations 1. For theHead of EducationandCultureof Medan . Its a need todevelop

provision of incentivesandawardssysternfor teachers, especiallyfor teacherswho

performancein the context ofcareer developmentandperformance-based promotions.

ofStat e

lPI{.O(!E/E<DI:N(] of F=:rluc~!ion nen:lrtmf!nt nf Sr.ience Edu~tion fF!P-JIP) and The International Semniar

· ' CJoronwfo, 09- JJ Septem6er 2015

Junior High School inMedan . In orderto assess/evaluate the

eachschoolteacherandusedfor the benefit oftheteacheras

uirements, participation ineducationandtraining, teacher certification,

seminars, andperformance-based incentives.

reacher~;ot~)ta1te Junior High School inMedan . Teacher need to work harderbased on

ll!e!;wntcn is defined and established cooperation with the principal and fellow

2001 Human Resource Management, Bandung: PTRosda Karya

2003Teaching Management. Yokyakarta: Rineka Copyright

2001 Industrial Psychology. Y ogyakarta:Liberty

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ThompsonM, O'MayF.Incentive and Remuneration Strategi esin Health Care: A

P.A&MacayaJ. V.Assessment of Teacher Performance. The Assessment Handbook,

3, 2010

L.J, Ivancevich. M.J & Donnnelly, H.J. 2009 Organizational Behavior,Structure,

Process. NewY ork, McGraw-Hill

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and Fuad Husnan. 2004 Personnel Management. Issue4Faculty of Economics

Y ogyakarta.

LH. 2007 Implementiijg Total Rewards Strategies. SHRM Foundation's Effective

Guidelines Series

2006 Foundation' of Beharioral Research 3rd Ed. Translation

LIIIQung:s.Yogyakarta: Gadjah Mada University Press.

1992 Industrial Organizational Psychology. New York: McGraw-Hill

2004 E.School-Based Management: Concepts, Strategies, and

111)11:me111tatwn.Hamdung: PT. Remaja Rosdakarya

G.and Griffin, R W, 1992 Organizational Behavior, Third Edition. Boston:

' VHandJago, AG 1988"The New Leadership: ManagingParticipation inOrganizations"

6/2197893/1

351

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. .J. . . :. ::;:

CERTIFICATE Awarded to

Dr.¥Nasrun, MS

ha~ presented in the International Seminar : " qfo6a{ q:ed'agogic rransformative .·Aspiration ani Cfia{fenge for JIS'Ejf_JV Countries" .

Held in Faculty of Education, State University of Gorontalo, Indonesia. September 9th- lth 2015

Organized by The Faculty of Education, State University of Gorontalo

Sept~-l!l~ber .11th, 2015, Gorontalo f, _ "/- ~ OrganiZ;na-OeMAli.tt~

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