Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 260 INCREASING PEDAGOGIC COMPETENCY AND PROFESSIONAL COMPETENCY THROUGH EDUCATION AND TRAINING DEVELOPMENT OF SUSTAINABLE PROFESSION OF DEVELOPMENT (Case Study of Kindergarten Teachers in Bandung) Rita NurunnisaIKIP Siliwangiritanurunnisa@rocketmail.com ABSTRACTTeacher competence is the teacher's capital in carrying out the main task andits function in educating the students. There are 4 competencies that must bepossessed by teachers, namely, pedagogic competence, professionalcompetence, personality competence and social competence. Teachersshould have awareness in themselves to continue to learn and developthemselves continuously in an effort to improve services to learners. One ofthe teacher's efforts in self-development is through education and training.For that, the authors examine the "How education and training SustainableDevelopment of Keprofesian in improving the pedagogic and professionalcompetence of kindergarten teachers in Bandung?" Where pedagogiccompetence and professional competence are both mutually integrated andcan not be separated. This study aims to describe the process of planning,implementation, assessment and results and the impact of education andtraining on teacher performance through descriptive and qualitativeapproaches. The results of this study indicate through education and trainingprogram Sustainable Development of Keprofesian in Bandung valueCompetency Teacher Test average increased significantly and in accordancewith the expected minimum achievement criteria. In addition, teachers alsofeel an increase in knowledge, variations of learning fun to apply to learnersand implement sustainable self-development plans. Keywords: Pedagogic competence, professional competence, teacher,education, and training A. INTRODUCTIONThe teacher is the vanguard of a nation's reversal, with great responsibilities underwhich the progress and success of a nation are determined. Various professions in thislife, starting from the top of the president, ministers, businessmen, doctors, architects,soldiers, police and other professions is the work of a teacher. Teachers who instill thevalues of attitudes, knowledge, and skills so it is expected to grow generations that cancompete in this era of globalization.To carry out its function, then there is a competence that must be owned by a teacher.Competence is a set of knowledge, attitudes, skills and basic values possessed by aperson manifested in the mindset and pattern of action in everyday life. There are 4 Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 261 competencies that must be possessed by a teacher, namely pedagogic competence,professional competence, personality competence and social competence.Given the importance of each teacher must have the pedagogical and professionalcompetence to support its function in the noble task of educating the students, througheducation and training of the learner-teacher can give a positive influence on thepedagogic and professional competence of the teacher, this research takes the title"Increase Pedagogic Competence and Competence Professional Teachers throughEducation and Training Programs of Sustainable Cultural Development " FORMULATION OF THE PROBLEMBased on the above description, then the problem formulation in this research is "Howis education and training of Sustainable Development of Keprofesian in improvingpedagogic competence and professional kindergarten teacher in Bandung?" B. THEORY STUDY1. Understanding EducatorsBased on Law Number 20 the Year 2003, Article 1 paragraph 6 states that educators arequalified personnel as teachers, lecturers, counselors, guardians, widyaiswara, tutors,instructors, facilitators and other designations in accordance with their specificity, andparticipate in the provision of education. Furthermore, in general, terms describededucators are qualified personnel as teachers, lecturers, counselors, among learn, widyaiswara, tutors, instructors, facilitators, and other designations in accordance with thespecificity, and participate in the implementation of education. (Law No. 20 the Year2003 Article 1).Associated with the term educator in Early Childhood Education, then there aredifferent names but have the same meaning. These terms include the term teacher forthose who teach in kindergarten and elementary, the term among learning for thosewho teach in Learning Activity Center (SKB). Later on, the term facilitator tutor, mother,ustadz-uztadzah who organizes Play Group education, TPA (daycare), TPQ (KoranEducation Place), cadres in BKB and Posyandu. But all of them have the sameunderstanding that as an early childhood educator.2. Understanding Early Childhood Education CompetenciesCompetence according to Indonesian Dictionary is competitiveness; circumstances havesufficient skill and knowledge in any case; authority or power to decide or decidesomething (2014: 462).In English there are at least three terms that imply what is meant by the words of thecompetence (Saud, 2011: 44)1) "competence" (n) is being competent, ability (to do the work) "2) "competent (adj.) Refers to (persons) having ability, power, authority, skill,knowledge, etc. (to do what is needed)3) "competency is a rational performance which satisfactorily meets the objectives for adesired condition" Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 262 The first definition shows that the competence basically indicates that the competencebasically shows to the skills or ability to do the job. While the second definition showsfurther that the competence is basically a trait (characteristic) of people (competent) isthat have the ability, ability, authority, skills, knowledge, etc. to do required. Then thethird definition, furthermore, is that the competence shows the rational (performance)action that can achieve its objectives satisfactorily based on expected conditions(prerequisites).In contrast to educational services at other levels of education, services provided by anearly childhood teacher (TK) are also eligible to be expressed as expert services, askindergarten teachers must also be able to take non-routine decisions in the executionof their daily tasks. As illustrated in the Professional Teacher Education AcademyManuscript (Ditjen Dikti, 2006), the applied services of educational experts are alwaysbased on complete academic mastery so that an expert describes it as an appliedscience-based art. Meanwhile, on the other hand the figure of educator can be assumedas an expert who always reflects on what has been and will be done in theimplementation of its services in the context of long-term consequences of all decisionsand actions (informed responsiveness) both for children as individuals and for thecommunity where the child concerned it is alive, all of which is of course also based onappropriate academic considerations (Ditjen Dikti, 2006). This means that in theimplementation of the service, a kindergarten teacher should also care about the side ofkemengapaan (normative referral), in addition to the kebagaimanaan (proceduralreference) and side when (contextual referral) in taking each decision and action.3. Relationship of Pedagogic Competence and Professional CompetencePedagogical competence and professional competence are two aspects of integratedcompetence so that its formation cannot be separated. In relation to that, then the wholefigure of professional competence of early childhood teachers includes the ability, toknow the child deeply, to master the physical and psychological development profile ofthe child, to organize play activities that triggers child growth as a whole, whichincludes the ability to design activities that trigger child mining , assessing the processand results of activities that trigger the development of learners, and make continuousimprovements based on the results of assessment of the process and the results ofactivities that trigger child development, and develop professionalism in a sustainablemanner.4. Training Part of Out of School Education (PLS)In improving the competence there are various ways that can be done by teachers, learnindependently through began literature, internet, and comparative studies. But alsothrough joint learning activities through teacher workshops in clusters, attendingseminars and education and training.Training as part of education outside of school becomes one way that can be taken inimproving the competence, it is as describedSoelaiman Joesoef and Slamet Santoso in Nurhasanah (2017: 53) provide limits on thePLS whose contents:"Off-school education is an opportunity where there is regular, targeted communicationoutside the school and a person obtains knowledge, training or guidance information in Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 263 accordance with age and life needs with the aim of enabling his or her bosses to beefficient and effective participants in the family, work environment and even thecommunity environment and country." C. RESEARCH METHODSThe research method used is a descriptive method, as stated by Arikunto (2010: 126)that "the characteristic descriptive method is satisfying itself on solving the problemsthat exist in the present at the actual time and the data collected was first compiled,explained and then analyzed ". The approach taken in this research is a qualitativeapproach.This data collection is done with several techniques, namely:1. Interview2. Observation3. DocumentsThe procedure of data analysis in this study refers to what was stated by Nasution(1998: 129-130) ie1. data reduction2. display data, and3. Conclusion and verification. D. DISCUSSIONBased on the results of observations and interviews conducted by researchers to thesubject of research, namely 5 respondents who are participants of training courses andtraining of sustainable professional development (Diklat PKB) in Bandung then thefollowing discussion of research results:1. The process of planning education and training of Sustainable Development of theprofession in improving the pedagogic and professional competence of kindergartenteachersPKB Training and Training is initiated with coordination and socialization with relatedparties ie National Instructor or facilitator with the professional organizationrepresented by IGTKI-PGRI chairman and education office of Bandung City with Head ofP3TK Head of Duty in charge of increasing the competence of educator and educationalstaff. Followed by the socialization involves the Chairman of the PKG (Cluster ActivityCenter) to perform the data collection of participants and the identification of needsseen from the rap on the Management Information System (PKG) PKG PKG members,viewed from the results of UKG in 2016, so that obtained the data participants andmapped into 49 classes with variations of the modules that A, B, C, F, G, H, I, and Jmodules have to learn, the total number of participants is 1649 teachers. Each teachercan take two modules per year in the available classes. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 264 The financing of PKB program activities is entirely expensed to APBN (State Revenueand Expenditure Budget) after the process of cooperation submission is received byP4TK TK PLB. The committee is from the element of education service operators andmanagement of IGTKI-PGRI.2. The implementation process of education and training of Sustainable Development ofKeprofesian in improving pedagogic competence and professional kindergarten teacherPKB Training is conducted within 60 JP (Lesson Hours) with In-On-In face-to-face mode20:30:10. This pattern shows the number of hours of study, where In-Service Training 1(In-1) 20 JP, On The Job Learning (On) 30 JP, and In-Service Training 2 (In-2) 10 JP.The In-On-In Front Facility is held for 13 days. In In-1 for 2 days face-to-face facilitator(National Instructor) with participants in the learning center with PKB trainingprogram materials, pedagogic materials and essential content of competency groups 1and 2 integrated strengthening character education, training questions and technicalexplanation about self-task in on the job learning attached in the journal.Then On the participant performs the task according to the self-contained journal for 10days with an estimated time of 3 JP / day facilitated by the facilitator through the onlinenetwork (What's Up Group) with essential material resume tasks, working on LK(worksheet), making pedagogic competence and competency professional, and finallymade scientific reports.When In-2 participants meet face-to-face with the facilitator at the learning center, bycollecting their assignments, then presentations are represented by severalparticipants, equating perceptions, following the facilitator's exercise, making follow-upand post-test (final) or similar with the UKG (Teacher Competency Test) in 2017 at theTUK (Place Competency Test) at other times.3. The process of assessment of education and training programs on SustainableDevelopment of Professionals in improving the professional competence ofkindergarten teachersAssessment of participants is divided into 3 components, namely the value of attitude,skill value and final test. Assessment of attitudes and skills is the authority of thefacilitator by looking at the learning and completeness of the tasks of the participants.As for carrying out the final test there are eligibility requirements that must bepossessed by participants to get the username and token, namely: a) daily attendanceinput on learning full face-face mode of at least 90% and attendance input at the time ofIn-1 and In-2 learning respectively fulfilled at least 90%; b) has completed all tasks andbills to be performed (assignments and charges at the time of On for In-On-In face-to-face mode); c) has the value of attitudes and skills acquired during the learning processand has been inputted into the CLA.For the final test at TUK, the participants are given 45 minutes in each module (thegroup of competencies) with a total of 30 questions, consisting of 10 pedagogic and 20professional questions. Each participant worked on two groups of competenciesaccording to his class. Participants who can follow the activities until the final testnumbered 1477 participants. Jurnal Empowerment Volume 7 Nomor 2, September 2018 e-ISSN : 2580-7692 p-ISSN : 2252-4738 265 4. The results of the Training on Sustainable Cultural Development and its impact onimproving the performance of kindergarten teachersData from sources of P4TK TK and PLB shows the comparison of a value of UKG in 2015and 2017 in Bandung showed significant improvement from an average value of 45,78to 73,90 from an element of pedagogic competence and professional competence.The results of interviews with the respondents also showed that PKB trainingcontributed positively to the participants, by refreshing the previously possessedknowledge, improving the participants' confidence in conducting the teaching andlearning activities in the classroom, the learners seemed more energetic with themethod of playing while learning given the teacher more varied, the teacher also feltprovided in the presentation of progress reports of students to parents, carrying outbetter counseling guidance to learners, to design preparations for the increase of classesand plans to make PTK (Classroom Action Research). Besides, the participants alsoexpect the improvement of competence especially in the field of ICT (Information andCommunication Technology). E. CONCLUSIONThe Education and Training Program for Continuing Capacity Building is one of thegovernment's efforts to improve teachers' competence in pedagogic and professionalcompetence. This goal will be achieved if teachers and all parties can cooperate in theimplementation so as to produce quality services in the school environment. Eachteacher has an obligation to develop himself continuously and continuously so that hisknowledge can always be refreshed and can build his knowledge through the teachercommunity, in this case, PKG (Cluster Activity Center) as a workplace for teachers inimproving professionalism. Awareness of teachers also needs to be built not onlylimited to follow the training program, but also apply the results of learning in the field.In addition, it also seeks its own knowledge through various sources, such as theinternet, literature materials and makes research of class action or best practice, attendseminars or be a seminar speaker to share his educational experience. F. REFERENCESMulyasa, H.E. 2013 Competency Test, and Teacher Performance Assessment. Bandung: Rosda.Mulyono, D. (2017). Menegaskan Karakter Pendidikan Nonformal. Empowerment, 1(1).Nurhasanah, Santi. 2018. English Teacher Competence Improvement Training Teacher In Bilingual Learning At Bilingual Edit Fithrah Insani West Bandung Regency. Journal of Empowerment Vol.7 (1), p. 50-57Saud, S.U. (2011) Teacher Professional Development. Bandung: AlfabetaTeam Random Media, (2014). Indonesia Dictionary. Jakarta: Pandom Media NusantaraYuliani, Sujono (2013). The concept of Dasar for Early Childhood Education.