KONTRIBUSI KOMPETENSI GURU TERHADAP HASIL BELAJAR MATEMATIKA SISWA: STUDI META-ANALISIS

• Main Author: Sukri, - (Author)
• Format: Book
• Published: 2023-08-24.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/100005/1/T_MTK_2109448_Title.pdf; http://repository.upi.edu/100005/2/T_MTK_2109448_Chapter1.pdf; http://repository.upi.edu/100005/3/T_MTK_2109448_Chapter2.pdf; http://repository.upi.edu/100005/4/T_MTK_2109448_Chapter3.pdf; http://repository.upi.edu/100005/5/T_MTK_2109448_Chapter4.pdf; http://repository.upi.edu/100005/6/T_MTK_2109448_Chapter5.pdf; http://repository.upi.edu/100005/7/Appendix.pdf
• Keywords: L Education (General); LB Theory and practice of education; QA Mathematics

Sejarah panjang tentang diskusi dan perdebatan diberbagai bidang studi terkait hubungan antara kompetensi guru dan kualitas pengajarannya serta hasil belajar sebagai dampak akhirnya mengindikasikan bahwa penelitian-penelitian empiris yang ada masih memberi kesimpulan yang beragam. Hal tersebut terbukti dari banyaknya laporan penelitian tentang pengaruh kompetensi guru terhadap hasil belajar siswa yang menunjukkan hasil tidak konsisten. Disisi lain, pengampu kebijakan membutuhkan deskripsi dan informasi yang akurat terkait hal tersebut. Oleh karena itu, studi ini bertujuan untuk menganalisis kontribusi kompetensi guru terhadap hasil belajar matematika siswa, meringkas dan mengestimasi seberapa besar kontribusinya serta menguji dan menginvestigasi beberapa faktor potensial yang diperkirakan menjadi penyebab heterogennya hasil penelitian dari studi-studi primer dengan menggunakan studi meta-analisis. Berdasarkan 25 studi primer dengan total 31 ukuran efek yang disintesis, diperoleh kesimpulan bahwa hasil belajar matematika siswa hanya dapat dijelaskan oleh kontribusi kompetensi guru sebesar 29,38%. Artinya masih terdapat banyak faktor lain diluar kompetensi guru yang berkontribusi terhadap hasil belajar matematika siswa. Kemudian, jika dilihat pada ketiga karakteristik studi baik pada jenis kompetensi guru, jenjang pendidikan, maupun demografi siswa menunjukkan bahwa karakteristik tersebut bukan faktor yang mendiferensiasi kontribusi kompetensi guru terhadap hasil belajar matematika siswa. Studi ini memberikan masukan pada pengampu kebijakan, sekolah, dan guru agar memberi perhatian lebih pada upaya peningkatan kompetensi guru secara keseluruhan. The long history of discussion and debate in various fields of study regarding the relationship between teacher competence and the quality of teaching and learning outcomes, as a result, indicates that existing empirical studies still need to provide more conclusive conclusions. This is evident from the many research reports on the effect of teacher competence on student learning outcomes that show inconsistent results. On the other hand, policymakers need accurate descriptions and information regarding this matter. Therefore, this study, which aims to analyze the contribution of teacher competence to student mathematics learning outcomes, will summarize and estimate the magnitude of the contribution as well as test and investigate several potential factors that are thought to be the cause of heterogeneous research results from primary studies using a meta-analysis study. Based on 25 primary studies with a total of 31 synthesized effect sizes, it was concluded that students' mathematics learning outcomes could only be explained by the contribution of teacher competence of 29.38%. This means that many other factors outside of teacher competence still contribute to student math learning outcomes. Then, looking at the three characteristics of the study, both on the type of teacher competence, education level, and student demographics, shows that these characteristics are not factors that differentiate the contribution of teacher competence to student mathematics learning outcomes. This study provides input to policymakers, schools and teachers to pay more attention to efforts to improve overall teacher competence.