Analysis of Teacher Certification Problems

Oct 13, 2025 by leolavanderia.com.br 41 views

State Administrative Law Review on the Implementation System for Teacher Certification Based on PP No. 74 of 2008 at SMP Negeri 21 Medan

Introduction

Teacher certification is a crucial step in the world of education to improve the quality and professionalism of teachers. The implementation of this policy is expected to produce professional teachers in Indonesia, which will ultimately lead to improved education quality in the country. Education is not just a teaching process, but also an effort to educate the life of the nation and increase human dignity and dignity. Through good education, it is hoped that the community can achieve a higher quality of life.

In this writing, the author uses a normative juridical research method, which focuses on the norms and provisions of the applicable law, both in writing and unwritten. In addition, the empirical juridical method is also applied to examine the application of existing legal provisions. The nature of this research is descriptive, aiming to provide accurate data on the real conditions in the field. The data collection methods used include library research and field research.

Background of the Study

Teacher certification is a process that aims to standardize the quality of teaching in Indonesia. The regulation on the implementation system of teacher certification in Indonesia is stated in several regulations, such as the Law of the Republic of Indonesia No. 14 of 2005 concerning Teachers and Lecturers, Government Regulation of the Republic of Indonesia No. 74 of 2008 concerning Teachers, and Government Regulation of the Republic of Indonesia No. 41 of 2009 which regulates the professional allowance of teacher and lecturer. These regulations aim to ensure that all teachers in Indonesia have a certificate that functions as a license or teaching permit.

Methodology

The research method used in this study is a normative juridical research method, which focuses on the norms and provisions of the applicable law, both in writing and unwritten. In addition, the empirical juridical method is also applied to examine the application of existing legal provisions. The nature of this research is descriptive, aiming to provide accurate data on the real conditions in the field. The data collection methods used include library research and field research.

Analysis of Teacher Certification Problems

In the context of SMP Negeri 21 Medan, the problems that arise in the implementation of teacher certification cannot be underestimated. Common problems may be related to the inequality of access to information regarding certification, while special problems can be related to teacher qualifications that do not meet the requirements to follow the certification.

Teacher certification is expected to standardize the quality of teaching, but in practice, there are challenges such as gaps between expectations and reality in the field. For example, not all teachers in SMP Negeri 21 Medan have the same access to relevant training or information. This can potentially produce injustice in the certification process that should be fair and equitable.

Types of Teacher Certification

The implementation of teacher certification based on PP No. 74 of 2008 can be divided into two types, namely certification in positions and pre-position certification. Certification in positions refers to the certification of teachers who are already working in schools, while pre-position certification refers to the certification of teachers who are still in the process of being appointed to a school.

Problems Encountered in Teacher Certification Process

There are problems encountered in the teacher certification process at SMP Negeri 21 Medan, which can be divided into general problems and special problems. General problems may be related to the inequality of access to information regarding certification, while special problems can be related to teacher qualifications that do not meet the requirements to follow the certification.

Conclusion

From this analysis, it can be concluded that although teacher certification is regulated in a variety of clear regulations, the challenges in their implementation remain. Collective efforts are needed from all parties, including the government, educational institutions, and teachers themselves, to overcome existing problems. With the right steps, it is expected that teacher certification can contribute positively to improving the quality of education in Indonesia, especially in SMP Negeri 21 Medan. Improving the quality of teachers is a crucial step in creating a quality generation, so that education in Indonesia can really educate and improve the standard of living of the community.

Recommendations

Based on the findings of this study, the following recommendations are made:

The government should provide equal access to information regarding certification for all teachers in Indonesia.
Educational institutions should provide relevant training and information to all teachers to ensure that they meet the requirements to follow the certification.
Teachers themselves should take the initiative to improve their qualifications and meet the requirements to follow the certification.
The government and educational institutions should work together to overcome existing problems in the teacher certification process.

Limitations of the Study

This study has several limitations, including:

The study only focuses on SMP Negeri 21 Medan and may not be generalizable to other schools in Indonesia.
The study only examines the problems encountered in the teacher certification process and may not provide a comprehensive understanding of the implementation of teacher certification in Indonesia.

Future Research Directions

Future research should focus on the following areas:

Examining the implementation of teacher certification in other schools in Indonesia to determine whether the problems encountered in SMP Negeri 21 Medan are unique or widespread.
Investigating the impact of teacher certification on the quality of education in Indonesia.
Developing a more comprehensive understanding of the implementation of teacher certification in Indonesia, including the role of the government, educational institutions, and teachers themselves.
Frequently Asked Questions (FAQs) on State Administrative Law Review on the Implementation System for Teacher Certification Based on PP No. 74 of 2008 at SMP Negeri 21 Medan

Q: What is teacher certification, and why is it important?

A: Teacher certification is a process that aims to standardize the quality of teaching in Indonesia. It is an important step in improving the quality and professionalism of teachers, which ultimately leads to improved education quality in the country.

Q: What are the regulations that govern teacher certification in Indonesia?

A: The regulation on the implementation system of teacher certification in Indonesia is stated in several regulations, such as the Law of the Republic of Indonesia No. 14 of 2005 concerning Teachers and Lecturers, Government Regulation of the Republic of Indonesia No. 74 of 2008 concerning Teachers, and Government Regulation of the Republic of Indonesia No. 41 of 2009 which regulates the professional allowance of teacher and lecturer.

Q: What are the types of teacher certification?

A: The implementation of teacher certification based on PP No. 74 of 2008 can be divided into two types, namely certification in positions and pre-position certification. Certification in positions refers to the certification of teachers who are already working in schools, while pre-position certification refers to the certification of teachers who are still in the process of being appointed to a school.

Q: What are the problems encountered in the teacher certification process?

A: There are problems encountered in the teacher certification process at SMP Negeri 21 Medan, which can be divided into general problems and special problems. General problems may be related to the inequality of access to information regarding certification, while special problems can be related to teacher qualifications that do not meet the requirements to follow the certification.

Q: What are the recommendations for overcoming the problems encountered in the teacher certification process?

A: Based on the findings of this study, the following recommendations are made:

The government should provide equal access to information regarding certification for all teachers in Indonesia.
Educational institutions should provide relevant training and information to all teachers to ensure that they meet the requirements to follow the certification.
Teachers themselves should take the initiative to improve their qualifications and meet the requirements to follow the certification.
The government and educational institutions should work together to overcome existing problems in the teacher certification process.

Q: What are the limitations of this study?

A: This study has several limitations, including:

The study only focuses on SMP Negeri 21 Medan and may not be generalizable to other schools in Indonesia.
The study only examines the problems encountered in the teacher certification process and may not provide a comprehensive understanding of the implementation of teacher certification in Indonesia.

Q: What are the future research directions?

A: Future research should focus on the following areas:

Examining the implementation of teacher certification in other schools in Indonesia to determine whether the problems encountered in SMP Negeri 21 Medan are unique or widespread.
Investigating the impact of teacher certification on the quality of education in Indonesia.
Developing a more comprehensive understanding of the implementation of teacher certification in Indonesia, including the role of the government, educational institutions, and teachers themselves.

Q: What are the implications of this study for education policy and practice in Indonesia?

A: This study has implications for education policy and practice in Indonesia, particularly in the areas of teacher certification, teacher qualifications, and education quality. The findings of this study suggest that the government, educational institutions, and teachers themselves should work together to overcome existing problems in the teacher certification process and to improve the quality of education in Indonesia.

Q: What are the recommendations for further research on teacher certification in Indonesia?

A: Based on the findings of this study, the following recommendations are made for further research on teacher certification in Indonesia:

Conduct a comprehensive study on the implementation of teacher certification in Indonesia, including the role of the government, educational institutions, and teachers themselves.
Investigate the impact of teacher certification on the quality of education in Indonesia.
Develop a more comprehensive understanding of the teacher certification process in Indonesia, including the types of certification, the requirements for certification, and the challenges encountered in the certification process.