HUBUNGAN ANTARA TUNJANGAN PROFESI GURU DAN TAMBAHAN PENGHASILAN DENGAN CAPAIAN PEMBELAJARAN SISWA SEKOLAH MENENGAH PERTAMA NEGERI

Kementerian Keuangan telah mengalokasikan tunjangan profesi guru dan tambahan penghasilan guru masing-masing sejak 2010 dan 2009. Tambahan penghasilan dan tunjangan tersebut diharapkan dapat meningkatkan kesejahteraan, kompetensi, dan profesionalisme guru sehingga dapat meningkatkan capaian pembelajaran siswa. Penelitian ini bertujuan untuk mengetahui hubungan tunjangan profesi guru dan tambahan penghasilan guru terhadap capaian pembelajaran siswa SMP Negeri di Indonesia tingkat kabupaten/kota tahun 2018-2019.  Penelitian ini menggunakan analisis data panel. Hasil penelitian menunjukkan bahwa realisasi tunjangan profesi guru berhubungan positif dengan capaian pembelajaran siswa SMP Negeri. Sedangkan tambahan penghasilan tidak  ada hubungannya. Variabel kontrol yang berhubungan dengan capaian pembelajaran siswa adalah rasio siswa-guru, persentase guru berpendidikan minimal sarjana, produk domestik regional bruto per kapita, dan angka harapan hidup. Sedangkan yang tidak berhubungan adalah rasio siswa-rombongan belajar dan persentase penduduk miskin. Tunjangan profesi guru secara tidak langsung meningkatkan capaian pembelajaran siswa melalui peningkatan kompetensi dan kinerja guru. Dengan koordinasi pemerintah pusat dan daerah untuk meningkatkan realisasi anggaran tunjangan profesi guru, diharapkan akan meningkatkan kompetensi guru yang pada gilirannya akan meningkatkan capaian pembelajaran siswa.The Ministry of Finance of The Republic of Indonesia has allocated professional teacher allowance and additional income for teachers since 2010 and 2009, respectively. The additional income and allowances are expected to improve teacher welfare, competence, and professionalism so that student learning achievement will improve. This study aims to determine the relationship between professional teacher allowances as well as additional income for teachers and the student learning achievement of public junior high schools in Indonesia at the district level in 2018-2019 by applying quantitative panel data analysis. The results show that the budget realization of teacher professional allowances is positively related to the student learning achievement of public junior high schools. Whereas additional income has no relationship with the students’ achievement. The control variables related to student learning achievement are the student-teacher ratio, the percentage of teachers with at least a bachelor’s degree, per capita gross regional domestic product, and life expectancy. Meanwhile, the ratio of student-class and the percentage of poor people in the district have no relationship with the students’ achievement. Professional teacher allowances indirectly increase student learning achievement by improving teacher competence and performance. Coordination enhancement of central and local governments to increase the budget realization of professional teacher allowances is expected upgrading teachers’ competence and hence students’ learning achievement will improve

The Effect of General and Vocational High School Quality on Labor Market Outcomes in Indonesia

To improve the quality and competitiveness of human capital and correspond to the Sustainable Development Goals (SDGs) 4 especially target 4.3, to ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, Indonesia has been focusing on improving the quality of secondary education. However, empirical data and previous research showed that secondary school graduates in Indonesia face high unemployment and income differences, especially vocational school graduates. The quality of secondary high schools plays an important role in determining the years of schooling of the graduates and indirectly impacts labor market outcomes. Using longitudinal panel data at the individual level from the Indonesia Family Life Survey (IFLS) of 2000, 2007, and 2014; and applying education production function and Mincer earning equation, this study finds that the difference in wages between graduates of general and vocational high schools is not statistically significant despite the school quality. However, analyzing within the vocational high schools shows that better quality of vocational high schools increases years of schooling of its graduates as they can access tertiary education, and subsequently increases their performance in the labor market. This finding indicates that policies to improve school quality, especially vocational high schools, should be enhanced

The Effect of Teacher Competency on the 2021 Elementary School National Assessment Result

Education aims to develop students' potential and competencies as measured by the National Assessment (AN) as the latest standardized test organized by the Ministry of Education, Culture and Research. The AN results are contained in the Education Report Card platform. In the education system, teachers play a crucial role in ensuring that the learning process is optimized. Therefore, knowledge of the influence of teacher competence on student competence can help improve the overall quality of education. This study aims to provide empirical evidence regarding the relationship between teacher competence and AN outcomes at the primary school level in 2021. The method used is logistic regression with the dependent variable being student literacy and numeracy competency achievement at the district/city level. The independent variables of this study consist of teacher competency as the main independent variable described by the percentage of certified teachers, while the control independent variables consist of teacher characteristics, school characteristics, socio-economic characteristics, and regional characteristics. The results of this study show that there is no significant relationship between teacher competencies and students' literacy and numeracy competencies. The control variables that were significant for literacy competencies consisted of student-teacher ratio, school accreditation, school internet access, life expectancy, and district geographical location, while in numeracy competencies only the variables of electricity and school internet access, as well as life expectancy and per capita expenditure were significant

An Examination of the contribution of off-farm income to the viability and sustainability of farm households and the productivity of farm businesses

End of project reportThe number of farm households in Ireland participating in the off-farm labour market has increased significantly in the last decade. According to the National Farm Survey (NFS), the number of farm households where the spouse and/or operator is working off-farm has increased from 37 per cent in 1995 to 58 per cent in 2007. The important contribution of non-farm income to viability of farm households is highlighted in the results of the Agri-Vision 2015 report, which concluded that the number of economically viable farm businesses is in decline and that a significant proportion of farm households are sustainable only because of the presence of off-farm income. Research conducted by Hennessy (2004) demonstrated that approximately 40 percent of farm households have an off-farm income and that almost 30 percent of the farming population are only sustainable because of off-farm income. Clearly, the future viability and sustainability of a large number of farm households depends on the ability of farmers and their spouses’ to secure and retain gainful off-farm employment. The Department of Agriculture, Fisheries and Food (DAFF) have recognised the importance of off-farm income to the sector and they have recommended that future policies focus on farm household viability in all its dimensions, including farm and off-farm income sources (2000).Funded by the Department of Agriculture, Fisheries and Food Research Stimulus Fundin

Public Spending and Learning Outcomes of Basic Education at the District Level in Indonesia

Since 2009, the Indonesian government has fully allocated 20 percent of its budget on education. Though the increase of financial resources has led to an improvement of the access to education, challenges on the quality of education persist. By employing a cross-districts analysis in Indonesia during 2010–2015, this study aims to analyze the impact of government spending on the adjusted-national examination scores at the junior secondary education. This study shows that the central and local government spending have no significant impact on the scores. Whereas, the central government spending on teachers, and the socioeconomic factors such as poverty and health are significant determinants

Public Spending and Learning Outcomes of Basic Education at the District Level in Indonesia

Since 2009, the Indonesian government has fully allocated 20 percent of its budget on education. Though the increase of financial resources has led to an improvement of the access to education, challenges on the quality of education persist. By employing a cross-districts analysis in Indonesia during 2010–2015, this study aims to analyze the impact of government spending on the adjusted-national examination scores at the junior secondary education. This study shows that the central and local government spending have no significant impact on the scores. Whereas, the central government spending on teachers, and the socioeconomic factors such as poverty and health are significant determinants

Hubungan antara Tunjangan Profesi Guru dan Tambahan Penghasilan dengan Capaian Pembelajaran Siswa Sekolah Menengah Pertama Negeri

Kementerian Keuangan telah mengalokasikan tunjangan profesi guru dan tambahan penghasilan guru masing-masing sejak 2010 dan 2009. Tambahan penghasilan dan tunjangan tersebut diharapkan dapat meningkatkan kesejahteraan, kompetensi, dan profesionalisme guru sehingga dapat meningkatkan capaian pembelajaran siswa. Penelitian ini bertujuan untuk mengetahui hubungan tunjangan profesi guru dan tambahan penghasilan guru terhadap capaian pembelajaran siswa SMP Negeri di Indonesia tingkat kabupaten/kota tahun 2018-2019. nbsp;Penelitian ini menggunakan analisis data panel. Hasil penelitian menunjukkan bahwa realisasi tunjangan profesi guru berhubungan positif dengan capaian pembelajaran siswa SMP Negeri. Sedangkan tambahan penghasilan tidak nbsp;ada hubungannya. Variabel kontrol yang berhubungan dengan capaian pembelajaran siswa adalah rasio siswa-guru, persentase guru berpendidikan minimal sarjana, produk domestik regional bruto per kapita, dan angka harapan hidup. Sedangkan yang tidak berhubungan adalah rasio siswa-rombongan belajar dan persentase penduduk miskin. Tunjangan profesi guru secara tidak langsung meningkatkan capaian pembelajaran siswa melalui peningkatan kompetensi dan kinerja guru. Dengan koordinasi pemerintah pusat dan daerah untuk meningkatkan realisasi anggaran tunjangan profesi guru, diharapkan akan meningkatkan kompetensi guru yang pada gilirannya akan meningkatkan capaian pembelajaran siswa