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Achievement Motivation of SMK Islamic Religious Education Teachers in Pesawaran Regency, Lampung Province

Siti Holijah*, Sulthan Syahril, Siti Patimah, A. Ganni

Islamic Education Management Study Program, UIN Raden Intan Lampung, Bandar Lampung City, Lampung Province, Indonesia

Abstract: The main objective of this research is to analyze the motivation of teachers of Islamic religious education at SMK in the regency of Pesawaran, province of Lampung. This research is descriptive research using a qualitative approach. The results of the study revealed that: Islamic religious education teachers at SMK in Pesawaran district, the level of motivation to succeed is still rated as low because (1) they do not have the desire to always excel, (2) are less creative and innovative, and (3) dislike challenges or competition. Based on these results, several recommendations are made according to which, to increase teacher motivation, several measures can be taken, including (1) the implementation of effective and efficient supervision of the school principal, (2) the development of the professionalism of teachers and (3) the creation of a culture of school quality.

Keywords: achievement motivation, teacher, Islamic religious education

Received September 04, 2021; Revised October 09, 2021; Accepted October 18, 2021

Citation: Siti Holijah, Sulthan Syahril, Siti Patimah, A. Ganni, Achievement Motivation of SMK Islamic Religious Education Teachers in Pesawaran Regency, Lampung Province. American Journal of Educational Research, 9 (10). 621-623. January 2021. doi:10.12691/education-9-10-3

1. Introduction

Quality human resources can only be realized by quality education. Quality education is a description of the quality of the educational process and outcomes in accordance with the specified objectives or criteria. Thus, the quality of an education becomes a benchmark for the quality or not of education carried out in the school which can be seen from both qualitative and quantitative aspects.

Education experts generally agree that improving the quality of education ultimately leads to the availability of quality educators. The teacher is the main problem in determining the face of education. The teacher is a promoter who is able to move the direction of education towards its goal, namely the formation of a whole human being who has the power to live his life in accordance with the nature of his life as a human.

The quality of educators in Indonesia ranks 14 out of 14 developing countries in the world. Meanwhile, the number of teachers has increased by 382% from 1999/2000 to more than 3 million people, and among them there are still 25% teachers who have not met the academic qualification requirements, and 52% do not have a professional certificate [1].

On the other hand, the competence of educators in a country with the fourth largest population in the world is classified as very low. Data from the Ministry of Education and Culture shows that among the 1.6 million participants in the teacher competency test, more than 1.3 million of them have scores below 60, from a value range of 0 to 100. From this test too, only 192 teachers scored above 90. While nearly 130,000 of them were only able to score below 30. The low capability of this teaching force has an impact on the quality of education in each region. [2].

Other data were obtained from 62,753 vocational school teachers who attended UKG who mastered the pedagogic ability of 48.64%, 50.27% professional, 49.75% pedagogic and professional skills. From these data it can be concluded that the national level of SMK teachers is still below 52% [3]. Meanwhile, based on the data on the UKG test results for SMK teachers in Pesawaran District in 2019, the average competency of SMK teachers in Pesawaran District was 52.64% with details of 48.64% peadagogical competence and 53.36% professional competence [4].

Based on these data, it shows that the low ability of teachers in Indonesia indicates that the level of achievement motivation for teachers in Indonesia is still low. This is shown by the fact that there are still many teachers who do not meet the academic qualification requirements, are not certified, and the level of teacher capability is still low.

The results of preliminary research, in general, the level of achievement motivation for Islamic religious education teachers in SMK in Pesawawan Regency indicated that there are still many low levels of achievement. For this reason, further and in-depth research will be carried out regarding the achievement motivation of the Islamic religious education teachers of SMK in Pesawaran District, in order to obtain correct and valid data regarding the achievement motivation of the Islamic religious education teachers, so that it can be used to form a concept of developing achievement motivation especially for teachers. Islamic vocational education in Pesawaran District.

2. Methods

This type of research is field research, using qualitative and quantitative research approaches. Through qualitative and quantitative approaches, the results of the research are presented descriptively to describe systematically factually and accurately the achievement motivation of Islamic religious education teachers at SMK in Pesawaran District. This research was conducted in 14 Vocational High Schools in Pesawaran Regency, Lampung Province, with details of 4 (four) SMK with state status and 10 (ten) SMK with private status. Sources of data in this qualitative study were selected purposively and were snowball sampling in nature, including the principal and its representatives, teachers of Islamic religious education, and students at SMK in Pesawaran District. Data collection tools in this study were interviews, observation, and documentation. The data analysis technique used in qualitative research is inductive, that is, an analysis based on the data obtained, then a specific relationship pattern is developed. In this study, to obtain data validity, triangulation was used.

3. Results and Discussion

3.1. Results

In general, SMK Islamic religious education teachers in Pesawaran district lacked motivation to succeed, which was demonstrated by attitudes (1) lack of desire to consistently excel, (2) less creative and innovative, and (3) less like challenges or competition.

Most of the teachers of Islamic religious education at SMK in Pesawaran District do not have the desire to always excel. This can be seen from (1) the existence of expressions in carrying out tasks as much as they can, (2) the expression that their success does not depend on themselves alone but also needs student support, (3) their reluctance to participate in various teacher competitions, (4) reluctance they occupy positions that require more responsibility, (5) are not motivated by the achievements of other teachers and (6) consider the achievements of these teachers to be normal.

The low desire of the SMK Islamic religious education teachers in Pesawaran district to excel is due to the low welfare of the SMK Islamic religious education teachers in the Pesawaran district, so they do not have the funds to prepare themselves so that they can always excel. Thus, it can be said that the well-being of teachers can determine the desire to always excel in teachers of Islamic religious education in SMK in the district of Pesawaran.

The creativity and innovation of Islamic religious education teachers at Pesawaran District Vocational High Schools is still not good, because in planning learning activities it is not adapted to student characteristics, does not develop subject matter, rarely uses varied learning methods, uses learning media is still lacking, and evaluation activities are carried out the watching teacher only gave assignments and tests in the form of questions and rote only.

There are several reasons for the low creativity and innovation of teachers of SMK Islamic religious education in Pesawaran district, namely (1) low capacity of teachers to compile lesson plans (2) lack of understanding of teachers in formulating goals, strategies and assessment techniques on affective aspects (3) lack of knowledge and skills of teachers in the use of computer-based learning materials (4) Lack of capacity of teachers to compile computer-based (host) assessment techniques.

Teachers of Islamic religious education at SMK in Pesawaran District do not like challenges or competition, but they are able to face problems and failures without being easily disappointed and discouraged. Therefore it is necessary to increase the ability to take risks when facing problems.

The reason why SMK Islamic religious education teachers in Pesawaran district is because they don't like challenges due to their busy activities, so they have less time to take on various tasks that require more attention and time. In addition, due to the low self-confidence of teachers in their abilities, they dislike difficult tasks that require more attention and skill.

3.2. Discussion

Based on these findings, several recommendations are given that in increasing teacher achievement motivation, there are several things that can be done, including (1) implementing effective and efficient school principal supervision, (2) developing teacher professionalism, and (3) creating a quality culture in school.

These recommendations are relevant to Renata's research which found that there was a significant influence between teacher supervision and achievement motivation. This study contributes to the principal who is expected to improve teacher supervision because it will affect the increase in teacher achievement motivation where they will become effective teachers [5].

It is also relevant to the opinion expressed by Muzakki Hidayat which states that supervision is a form of principal attention to teachers in addition to giving rewards that can foster achievement motivation which will have an impact on teacher performance [6].

Based on the results of the relevant research, it is concluded that one of the efforts to increase the achievement motivation of Islamic religious education teachers at SMK in Pesawaran District is to carry out effective and efficient supervision.

Another effort that has been made to increase the achievement motivation of Islamic religious education teachers at SMK in Pesawaran District is by developing teacher professionalism. Professional teachers will have higher achievement motivation than teachers who are less professional. This is due to their high confidence and confidence in their abilities so that they motivate them to always excel. These recommendations are relevant to the research results of Marina M. Solobutina, Margarita Nesterova, who found that teacher professional development can increase the teacher's achievement motivation for the better [7].

Other research also states that one of the efforts to increase teacher achievement motivation is to develop a quality culture in schools. As the results of Jonathan C Nwosu's research explain that the importance of motivation in the daily performance of teachers cannot be overstated, especially in terms of appreciation for the work done and happiness at work. It has been recommended that for employees to have a sense of ownership, management should introduce a Management By Objective (MBO) approach so that all staff participate and can make meaningful contributions to organizational development [8].

Amos and Ifeoma's research also found that intrinsic rewards such as self-esteem, responsibility and a sense of purpose of achievement as well as participatory school improvement, comprehensive staff development and support. Teacher evaluation is very promising for increasing teacher professional motivation [9].

Based on the relevant research results, there are three efforts that can be made to increase the achievement motivation of Islamic religious education teachers in Vocational High Schools in Pesawaran District, namely (1) implementing effective and efficient school principal supervision, (2) developing teacher professionalism, and (3) create a culture of quality in schools.

4. Conclusion/Recommendation

Research results show that: Islamic religious education teachers at SMK in Pesawaran district, the level of motivation to succeed is always rated as low because (1) they do not have the desire to always excel, (2) are less creative and innovative, and (3) dislike challenges or competition.

Based on these findings, several recommendations are given that in increasing teacher achievement motivation, there are several things that can be done, including (1) implementing effective and efficient school principal supervision, (2) developing teacher professionalism, and (3) creating a quality culture in school.

Acknowledgments

Thanks to all those who have helped provide suggestions and criticism that developed and complemented this research, especially the Islamic religious education teachers of SMK in Pesawaran District, who provided a lot of information and data that supported this research.

References

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[3]   | Tri FirmanSyah, T. A., & Elmunsyah, S. H. (2017). Hubungan pengelolaan sistem informasi manajemen dengan produktifitas guru smk. Sistem Informasi Manajemen, 8(2), 101-108.
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[5]   | Renata, Wardiah, D., & Kristiawan, M. (2018). The influence of headmaster’s supervision and achievement motivation on effective teachers. International Journal of Scientific andTechnology Research, 7(6), 44-49.
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[8]   | Nwosu, J. C. (2017). Motivation and Teachers’ Performance in Selected Public Secondary Schools in Ikenne Local Government Area of Ogun State. British Journal of Psychology Research, 5(3), 40-50. www.eajournals.org.
[9]   | Iliya, A., & Ifeoma, L. G. (2015). Assessment of Teacher Motivation Approaches in the Less Developed Countries. Journal of Education and Practice, 6(22), 10-18.