DIMENSIONS OF TEACHER PERSONALITY IN THE ERA OF INDUSTRIAL REVOLUTION 4.0

Usman, S.Pd, M.Pd., Ph.D
(SMPN 3 Mallusetasi Kabupaten Barru)


INTRODUCTION
1.1. Background
The teacher is the determinant of success and progress in school education. teachers are not only responsible for providing school programs, curricula, but also responsible for developing and increasing accountability for student success. The teacher also needs to collaborate with team members in managing delegation of tasks and responsibilities (Heyward, et al., 2011; Schenk, 2010). In connection with this opinion, Buckner et al (2000) have identified the role of teachers or educators in shaping the characteristics of students, because teachers need to provide opportunities for students to develop their abilities and potential in students. Therefore, the teacher must always respond positively to the wishes of all students at school.
                The personality or personality of the teacher has a very important role in improving student achievement. The personality of junior high school teachers in South Sulawesi, according to Rahman (2001) in the study of teacher personalities, found that many teachers did not have good personalities in carrying out their duties as teachers, did not appreciate ideas and innovations from students. This shows that one of the important personalities of the teacher that must be possessed is the nature of openness. In the research conducted by George and Zhou (2001) also argued that teachers must have personality traits such as, be open, and have good teaching experience. According to George and Zhou the teacher's personality model is an important element for improving student achievement in school.


1.2. Objectives
This paper aims to identify the personality or personality of teachers in South Sulawesi Middle School in improving student achievement in the face of the Industrial Revolution 4.0 era.
1.3 Problem Statement
In this paper which is the focus of the problem are the dimensions of personality whether the most dominant influence on improving student achievement in the face of the 4.0 independent revolution.
REVIEW AND LITERATURE
2.1. Teacher's Personality
This research is based on personality theory by Goldberg (1981) and Costa McRae (1996), personality factors including openness, extraversion and neuroticism. The success of student education in school is determined by the success of a teacher in managing the teaching and learning process. The teacher is a component of education that influences achievement in school. The teacher is responsible for providing education, the learning process (Mulyasa, 2009).
Maskur (2002) in his study of the influence of teacher personality competencies on student achievement, found that many junior high school teachers in South Sulawesi were less skilled in managing classes, less energetic and less enthusiastic in teaching and guiding students, as a result. low student achievement. Meanwhile, a study conducted by Khakpour (2004) found that the relationship between middle teacher personality characteristics over school performance. This finding also shows that there is a significant relationship between teacher personality characteristics, namely emotional stability dimensions that can help improve student achievement.
Furthermore, a study conducted by Ridwan (2004) shows that teachers must have good personalities in school. This reality is supported by the research of Akinnubi et al., (2012), who studied personality traits and teachers in secondary schools in Kwara, Nigeria. This research was descriptive (Ex Post Facto) conducted at 500 teachers randomly. This study shows that there is a significant relationship between teacher personality characteristics to improve student achievement in school.
2.2. Indonesian Revolutionary Era 4.0
The industrial revolution 4.0 is an age development caused by innovation or breakthrough by utilizing sophistication in industry. The impact of these advances is very complex, globally integrated, affecting all scientific, physical, biological, economic, industrial and government disciplines. As a result of the industrial revolution are (1) the creation of smart robots in industry (smart robotic industry); (2) nano technology; (3) biotechnology; (4) quantum computer technology; and (5) internet-based technology.
History of industrial revolution 4.0 is a change that occurs in the fourth period, the phase of industry is a real change experienced by humans due to the progress of the age. The industrial revolution starting from industry 1.0 was characterized by a production mechanism to support the effectiveness and efficiency of human activities, industry 2.0 was characterized by mass production and quality standardization, 3.0 characterized by mass adjustments and automated manufacturing flexibility with robots. Whereas in industry 4.0 it is characterized by cyber physical and computerized digital-based manufacturing collaboration with an Internet-of-Things (IoT) based system that is globally connected.
The challenge of Indonesia is to anticipate an increase in unemployment by preparing human resources that can compete in the era of the industrial revolution. The government must focus on improving the quality of human resources through education, because education is where the character and knowledge of children are formed. Teachers are very important in education, because the implementing teacher in learning becomes a challenge for the teacher to prepare learning that can create human resources that are ready to compete, by having intelligent, superior intellectuals and having critical and creative thinking skills in managing future sources of information.
These results can prove the quality of education in Indonesia is still far behind and still very low. This condition is also supported by weaknesses in various aspects, especially in scientific abilities. If the quality of the Indonesian nation's children is not immediately taken care of, making future concerns Indonesia cannot compete in the industrial revolution era 4.0. So the role of the teacher is very much needed in improving the quality of human resources in Indonesia. The development of digital technology is so rapid, it presents a challenge for teachers to innovate learning by utilizing technology as a learning medium.
FINDINGS AND DISCUSSION
3.1. Findings
                This finding is based on respondents who indicate that the teacher's personality is the most dominant one owned by the school in the First Intermediate School in Selata Sulawesi. The following describes the results of the descriptive analysis of the teacher's personality based on the descriptive with average values ​​and standard deviations. Data analysis and interpretation are adjusted to variables.
The results showed that the dimensions of extraversion personality had the highest and most dominant role. This resulted in this study which resulted in a descriptive analysis in which the average value was 4.20. This means that almost all respondents agreed to further questions about extraversion. Furthermore, in the Agreeableness personality dimension, there were high respondents. Descriptive analysis produced an average value of 4.13. This means that almost all respondents who gave answers agreed to the fifth item of the question.
In addition, the results of the study also showed that teacher personality neuroticism for respondents who did not receive positive or at least relatively low. Which produces a schedule above the descriptive analysis where the minimum value for the neurotism dimension is 3.39 .. This means that almost all respondents who respond to less than one third agree with the teacher's personality. The value of the frequency of dean personality neuroticism also shows that the respondents were almost the same between the responses agreed, and did not agree. This shows that the teacher's personality is very necessary for the teacher to improve student achievement.
3.2. Discussion
                The results of the discussion above show that the personality dimension of teacher openness for the nature of openness in which the results of the descriptive analysis have an average value of 3.95. This means that almost all respondents who gave answers agreed on five question items ...
Based on the table above shows that there is a correlation between teacher personality and student achievement. The results of this study indicate that there is a significant relationship (r = 0.513) between the personality of the teacher and the achievement of students in South Sulawesi Middle School. This problem means that the null hypothesis is rejected in this study. This shows that the teacher personality variable and the dependent variable that manages achievement has a positive relationship to improve student achievement. This means that if the teacher has an extraversion personality that can work well in school, then the achievement in school can also be improved.
CONCLUSION
The results obtained from quantitative analysis show four personality factors such as extraversion, friendliness. Neuroticism and openness. The focus of this study addresses four factors and predictors for improving student achievement in South Sulawesi Middle School and will have implications for the progress of school performance. This study suggests further research.
REFERENCE
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George, G. and Zhou, G. (2001). When openness to experience and conscientiousness are related to creative behavior: an interactional approach. Journal of Applied Psychology, 86 (3), 513-524.
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