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competencies, (d) learning material, (e) learning activities, (f) indicators, (g) time allocation,
and (h) learning resources; (2) Learning procedure with indicators: (a) classroom
management, (b) use of media and learning resources, and (c) use of learning methods; (3)
Interpersonal relations with indicators: (a) ability to make evaluations, (b) approach
evaluation, (c) methods of evaluation, (d) preparation of evaluation tools, (e) processing
evaluation, and (f) use of evaluation results.
Certification
The term certification is "as a sign / statement (written statement / located from the
authorized person / institution given to the type of profession to carry out the task" (Diknas,
2005, p.159). According to Mulyasa (2007), certification can be interpreted as the process of
giving recognition that someone has the competence to carry out education services in a
particular education, after passing the competency test held by the certification body, so
certification here means giving certificates to teachers who have been declared to have passed
the competency test held by the certification body. It is expected that the teacher will become a
professional educator, namely minimum bachelor degree and competency as an agent of
learning as evidenced by the ownership of educator certification after being declared to pass
the competency test. use the ability to be able to manage the potential of students as agents of
learning. The purpose of this certification is to protect the teaching profession and staff,
teacher certification, the program is a motivation to improve teacher performance. Like the
results of research by Zulkifli, et al. (2014), the research findings suggest that work motivation
and certification play an important role in efforts to enhance teacher welfare and performance.
Teacher performance can be predicted through teacher welfare. The same thing was conveyed
by Fatiah, et al. (2013), based on his research, it was found that there was a positive effect of
teacher certification on teacher performance and there was a positive influence on teacher
certification and teacher work motivation on the teacher performance of State High School 5
Surakarta. And the statement was also supported by Murwati (2013) research, based on the
results of her research that there was an influence of teacher professional certification on work
motivation and there was an effect of teacher professional certification on teacher
performance.
The dimensions and indicators of teacher certification (Mulyasa, 2003, p.33), are: (1)
Competence of Study Skills, with indicators: (a) Understanding of educational insights, and (b)
mastery of academic study material; (2) Understanding the characteristics of learners, with
indicators: (a) understanding the characteristics of students; (3) Educating Learning, with
indicators: (a) carrying out educational learning; (4) Professional Development, with
indicators: (a) preparation of RPP, (b) assessment of student achievement, and (c)
implementation of follow-up research results; (5) Educator Personality, with indicators: (a)
personality of faithful educators, (b) devoted, (c) insightful Pancasila, (d) independent full of
responsibility, (e) authoritative, (f) discipline, (g) dedicated , (h) socializing with the
community, and (i) the love of students and caring about their education.
Competence
Kunandar (2008, p. 52) say that competence is the ability to carry out something obtained
through education and training that is cognitive, affective, and performance. Competence
according to Mulyasa (2003, p.7) is a combination of knowledge, skills, values and attitudes
reflected in the habit of thinking and acting. And Kunandar (2008, p. 55) also argues, teacher
competence is a set of mastery of abilities that must exist within the teacher in order to realize
its performance appropriately and effectively. Teacher competencies include: intellectual
competence, physical competence, personal competence, social competence, and spiritual
competence. According to research conducted by Wahyudi and Hadi (2017) that competence
URL: http://dx.doi.org/10.14738/abr.71.5751. 44
Archives of Business Research (ABR)
Vol.7, Issue 1, Jan-2019
RESEARCH LOCATION
This research was conducted on State Senior High School teachers who had received
certification and spread in 3 Sawahlunto City State High Schools that had a minimum B
Accreditation, namely: State High School 1 Sawahlunto, State High School 2 Sawahlunto, and
State High School 3 Sawahlunto.
Conceptual Framework
The conceptual framework describes the effect of independent variables on the dependent
variable or the influence of one variable on the other variables to be examined.
Figure 1: Research Conceptual Framework
Hypothesis
Based on the conceptual framework above, the hypothesis can be formulated in this study as
follows:
H1: It is suspected that certification has a significant effect on the motivation of high school
teachers in Sawahlunto City
H2: It is suspected that competency has a significant effect on motivation of high school
teachers in Sawahlunto City
H3: It is suspected that motivation has a significant effect on performance of high school
teachers in Sawahlunto City
H4: It is suspected that certification has a significant influence on the performance of high
school teachers in Sawahlunto City
H5: It is suspected competence gives a significant influence on the performance of high school
teachers in Sawahlunto City
H6: It is suspected that motivation as an intervening variable has a significant influence
between the certification and performance of high school teachers in the Sawahlnto City
H7: It is suspected that motivation as an intervening variable has a significant influence
between competency and performance of state high school in the Sawahlunto City
RESEARCH METHOD
In accordance with the conceptual framework of thought, two structural equations can be
made, namely the regression equation that shows the hypothesized relationship. The two
equations are as follows:
Y = ρYX1.X1 + ρYX2.X2 + e1
Z = ρZX1.X1 + ρZX2.X2 + + ρZY.Y + e2
Information:
X1 = Certification
X2 = Competency
Copyright © Society for Science and Education, United Kingdom 45
Heryanto., & Sumarni, S. (2019). The Effect of Certification, Competence, and Motivation on Teachers Performance of Country Civil Apparatus in
Sawahlunto City. Archives of Business Research, 7(1), 41-56.
Y = Motivation
Z = Performance
rX1X2 = Correlation Coefficient Certification with Competence
rX1Y = Correlation Coefficient Certification with Motivation
ρYX1.X1 = Certification Path Coefficient on Motivation
ρYX2.X2 = Competency Path Coefficient on Performance
ρZX1.X1 = Certification Path Coefficient on Performance
ρZX2.X2 = Competency Path Coefficient on Performance
ρZY.Z = Motivation Path Coefficient on Performance
rX2Y = Competency Correlation Coefficient with Motivation
e1 = Other factors that influence motivation
e2 = Other factors that influence performance
DATA ANALYSIS AND DISCUSSION
Characteristics of Respondents
The research respondents were teachers of State High Schools in the City of Sawahlunto, who
had certification and were accredited B. Respondents who were permanent teachers in the
State High School were State Civil Apparatus. Respondents were scattered in three State High
Schools in Sawahlunto City namely State High School 1, State High School 2 and State High
School 3. The number of respondents was 94 people. Retrieving information from teachers as
respondents in this study was carried out by distributing questionnaires. the questionnaire
distributed was 94 questionnaires. The following are information on characteristics of
respondents:
Table 1: Respondent Charateristic
Respondent Percentage Total Percentage
Charateristic Item
( people ) ( % ) ( people ) ( % )
Gender Male 15 16
94 100
Female 79 84
Age 31 – 40 years 15 16
41 – 50 years 30 32 94 100
51 – 60 years 49 52
Service 10 – 20 years 34 36
94 100
Period 20 – 30 years 60 64
Education S1 69 73
94 100
S2 25 27
Source: Primary Data, Processed by Author, 2018
Description of Research Results
The results in this study describe the analysis of the effect of certification and competence with
motivation as intervening on the performance of Teachers of State High Schools in Sawahlunto
City. The results of this study are based on the results of the instruments given to respondents
totaling 94 respondents. In general, the results of this study can be seen in the following table:
URL: http://dx.doi.org/10.14738/abr.71.5751. 46
Archives of Business Research (ABR)
Vol.7, Issue 1, Jan-2019
Figure 5: Model I – Path Analysis
B. Path Coefficient Model II
Multiple linear regression analysis is still used in subsequent studies to obtain the model two
path coefficients. The aim is to determine whether there is an influence of independent
variables (certification and competence) and intervening variables (motivation) on the
dependent variable (performance). Can be seen in the table below:
URL: http://dx.doi.org/10.14738/abr.71.5751. 50
Archives of Business Research (ABR)
Vol.7, Issue 1, Jan-2019
Figure 6: Model II – Path Analysis
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Archives of Business Research (ABR)
Vol.7, Issue 1, Jan-2019
From the table above, the value of the determination of keofisien (R Square) is 0.732. This
means that the contribution of certification, competence and motivation to performance is
73.2%. While the remaining 26.8% is caused by other factors.
Test Direct and Indirect Effects
The following is a path analysis to examine the relationship between certification and
competency to performance and whether the relationship between certification and
competency to performance is mediated by motivation with the following figure:
Sertification - 0,064
(X1) 0,290
0,529
Motivation Performance
(Y) (Z)
0,468
Competency
(X2) 0,645
Can be seen from the table above that obtained F count value of 82.122. Furthermore, these
results will be compared with the value of F table. The search for F table is df (k; n-k). Value k =
number of independent variables = 3, and n = respondent = 94. Then df (k; n-k) = df (3; 94-3) =
df (3; 91) = 2.70.
So F count = 82.122> F table = 2.700. Then it can be concluded that the independent variables
(certification, competence and motivation) simultaneously influence the performance
(dependent variable).
Partial Testing of Hypotheses (t test)
The t test is intended to find out how far the influence of one independent variable
(certification, competence, and motivation) individually in explaining the dependent variable
(performance). The results of the t test in this study can be seen in table 13 below:
Copyright © Society for Science and Education, United Kingdom 53
Heryanto., & Sumarni, S. (2019). The Effect of Certification, Competence, and Motivation on Teachers Performance of Country Civil Apparatus in
Sawahlunto City. Archives of Business Research, 7(1), 41-56.
Table 13 – Test Result t – Y (motivation)
Coefficientsa
Unstandardized Standardized
t Sig.
Model Coefficients Coefficients
B Std. Error Beta
(Constant) 4,069 4,397 0,925 0,357
1 Certification 0,295 0,090 0,290 3,292 0,001
Competency 0,557 0,105 0,468 5,318 0,000
a. Dependent Variable: Motivation
Source: Primary Data, Processed by IBM SPSS 21.0, 2018
Based on the results of the t test, proof can be made as follows:
1. Effect of Certification on Motivation
Partial influence between certification and motivation is 3.292 with sign. 0.001 <α =
0.05. Sign value. smaller than α = 0.05, indicating the acceptance of the hypothesis
which states the certification has a significant positive effect on motivation, meaning
that the higher the influence of certification, the higher the motivation of the teachers of
State High Schools in the City of Sawahlunto.
2. Effect of Competence on Motivation
Partial influence between competence to motivation 5.318 with sign. 0,000 <α = 0.05.
Sign value. smaller than α = 0.05, indicating the acceptance of the hypothesis that
competency has a significant positive effect on motivation, meaning that the higher the
influence of competency, the higher the motivation of the teachers of State High Schools
in Sawahlunto City.
Partial influence between motivation and performance is 7.416 with sign. 0,000 <α =
0.05. Sign value. smaller α = 0.05, indicating the acceptance of the hypothesis which
states that motivation has a significant positive effect on performance, meaning that the
higher the motivation, the higher the performance of the teachers of the State High
School in the City of Sawahlunto.
CONCLUSIONS AND RECOMMENDATIONS
Conclusions
Based on the results of research and data processing that has been done before, some
conclusions can be drawn as follows:
1. Certification has a significant effect on the Motivation of State High School Teachers in
the City of Sawahlunto. This proves that certification increases the motivation of State
High School Teachers in Sawahlunto City.
2. Competence has a significant effect on the Motivation of Public High School Teachers in
Sawahlunto City. This proves that competence does not affect the increase in motivation
of State High School Teachers in Sawahlunto City.
3. Certification does not have a significant effect on the performance of State High School
Teachers in the City of Sawahlunto. This means that certification does not affect the
performance improvement of the State High School Teachers in Sawahlunto City.
4. Competence has a significant effect on the performance of State High School Teachers in
Sawahlunto City. This means that competence causes an increase in the performance of
State High School Teachers in Sawahlunto City.
5. Motivation has a significant effect on the performance of State High School Teachers in
the City of Sawahlunto. This proves that the increase in motivation will affect the
performance improvement of the State High School Teachers in the City of Sawahlunto.
6. Indirectly Certification through motivation has a significant influence on the performance
of State High School Teachers in Sawahlunto City. It is intended that the increase in
performance is not directly affected by certification through the motivation of State
High School Teachers in Sawahlunto City.
7. Direct competence through motivation has a significant influence on the performance of
State High School Teachers in the City of Sawahlunto. This means that the increase in
performance is directly affected by certification through increasing the motivation of
State High School Teachers in Sawahlunto City.
Suggestion
Based on the findings and conclusions of the study. For this reason, suggestions are as follows:
1. It is necessary to increase competency which includes technical, social, personality and
professionalism.
2. Increased techniques and process strategies for granting teacher certificates /
certifications.
3. Provision of teacher certification must be able to improve the competence of teachers /
educators by utilizing additional income / certification to participate in quality
improvement activities, buy books, laptops and others to increase their professional
abilities and insight.
4. Giving teacher certification through the administration selection process, written test
up to special training is one way to get a competent teacher with his expertise as a
professional teacher so as to produce competent students.
5. In order for Teacher Motivation to be consistent towards the better over time, the
Government should distribute the certification funds smoothly.
6. There needs to be a continuous evaluation of the competencies that must be owned and
carried out by a teacher (professional / certification especially).
URL: http://dx.doi.org/10.14738/abr.71.5751. 56