THE EFFECT OF PEDAGOGICAL COMPETENCE AND PERSONAL COMPETENCE OF INDONESIAN LANGUAGE TEACHERS OF EIGHTH GRADE STUDENTS ON THE LEARNING ACHIEVEMENT OF INDONESIAN LANGUAGE OF EIGHTH GRADE STUDENTS AT SMP NEGERI 1 CILIMUS IN THE 2013/2014 ACADEMIC YEAR

Abstract

Research on the influence of Indonesian language teachers' pedagogical competence and personality on the Indonesian language learning achievements of eighth grade students at SMP Negeri 1 Cilimus in the 2013/2014 academic year was motivated by the fact that in carrying out their roles and functions, teachers must have adequate competence, including pedagogical competence and personality. These two competencies are among the external factors that influence learning achievement. Every teacher hopes that all of their students can achieve maximum learning achievement, but there are still students whose learning achievement is below the minimum standard. The objectives of this study are: to determine the pedagogical competence and personality of teachers A and B at SMP Negeri 1 Cilimus in the 2013/2014 academic year, to determine the learning achievement of students in classes VIII-2 and VIII-8 at SMP Negeri 1 Cilimus in the 2013/2014 academic year, to determine the influence of the pedagogical and personality competencies of teachers A and B on the learning achievement of students in classes VIII-2 and VIII-8 at SMP Negeri 1 Cilimus in the 2013/2014 academic year. The object of this study was Indonesian language teachers of Grade VIII. Therefore, this study used a correlational descriptive method, with literature study, documentation, and questionnaire techniques administered to 75 students as samples. The data were analyzed using product moment correlation and multiple correlation calculations, resulting in the following conclusions: Teacher A's pedagogical competence was good with a percentage of 78.46%, so the hypothesis was accepted; Teacher B's pedagogical competence was good with a percentage of 78.48%, so the hypothesis was accepted; Teacher A's personality competence was good with a percentage of 79.49%, so the hypothesis was accepted; Teacher B's personality competency was good with a percentage of 79.93%, so the hypothesis was accepted; the learning achievement of students in class VIII-2 was good with an average score of 79.05, so the hypothesis was accepted; the learning achievement of students in class VIII-8 was very good with an average score of 80.8, so the hypothesis was rejected; there is a fairly strong influence between teacher A's pedagogical competence and the learning achievement of students in class VIII-2 with a contribution of 16.4%, so the hypothesis is accepted; there is a fairly strong influence between teacher B's pedagogical competence and the learning achievement of students in class VIII-8 with a contribution of 19.5%, so the hypothesis is accepted; there is a fairly strong influence between teacher A's personality competency and the learning achievement of students in class VIII-2 with a contribution of 17.7%, so the hypothesis is accepted; there is a fairly strong influence between teacher B's personality competency and the learning achievement of students in class VIII-8 at SMP Negeri 1 Cilimus in the 2013/2014 academic year with a contribution of 18%, so the hypothesis is accepted; there is a fairly strong influence between the pedagogical and personality competencies of teacher A on the learning achievement of students in class VIII-2 with a contribution of 30.2%, so the hypothesis is accepted, there is a fairly strong influence between the pedagogical and personality competencies of teacher B on the learning achievement of students in class VIII-8 with a contribution of 28.9%, so the hypothesis is accepted.