p–ISSN: 2723 - 6609 e-ISSN: 2745-5254
Vol. 5, No. 7 July 2024 http://jist.publikasiindonesia.id/
Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 7, July 2024 3265
Transformation of Teacher and School Principal
Performance Management
Nurdiansari
1*
, Junainah
2
, Azainil
3
Universitas Mulawarman, Indonesia
Email:
1*
2
,
3
*Correspondence
ABSTRACT
Keywords: PMM;
performance management;
evaluasi kinerja.
Performance Management Through the Medeka Mengajar
Platform is a tool that makes it easier for teachers and school
principals to set more contextual performance targets by the
needs of indicator units and career development to improve
the quality of student-centered learning. This Performance
Management feature is also integrated with e-performance
services managed by the State Civil Service Agency. The
method used in this research is the Library Research method
or library research. Performance management
transformation is a form of collaborative relationship carried
out by the Ministry of Education and Culture with teachers
and school principals, the State Civil Service Agency
(BKN), a government agency in charge of personnel
management, and the Regional Government according to its
authority through the Regional Personnel Agency and the
Education Service. This performance management
transformation comes as a form of aligning and accelerating
processes through integrated technology in regional
performance management. There are relevant performance
improvement priority indicators to assist teachers and school
principals in achieving them. Assistance from the Ministry
of Education and Culture and the Education Department is
still needed in managing performance through PMM.
Introduction
One of the crucial factors in improving the quality of education is teacher
performance (Munawir, Fitrianti, & Anisa, 2022). Teacher performance will have a great
influence on student learning achievement and overall educational development. In
managing teacher performance, of course, there are various challenges faced (Maris,
Komariah, & Bakar, 2016). The main challenge lies in the limitations of current
performance evaluation methods in covering all aspects of teacher success. Often,
assessments focus too much on certain aspects, such as students' academic achievement
without paying attention to elements of interpersonal skills, innovations in teaching
methods, or contributions to curriculum research and development (Awaludin, Mantik, &
Fadillah, 2023). Therefore, improvements are needed in the process of managing teacher
Nurdiansari, Junainah, Azainil
Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 7, July 2024 3266
performance. This condition is a special concern for the government and stakeholders in
the education sector.
To expand access to education and improve the quality of education
implementation, the government has made various efforts. Simplification of curriculum
materials during the COVID-19 pandemic to reduce learning loss is one of them (Pratiwi,
2021). Data from the 2022 Programme for International Student Assessment (PISA)
survey shows that Indonesia is ranked 68th with a score of 379 (Ministry of Education
and Culture, 2023). The international reading literacy score in PISA 2022 decreased by
an average of 18 points, while Indonesia's score only decreased by 12 points, showing
better results compared to the international average. In mathematical literacy, the average
international score dropped by 21 points, while Indonesia's score dropped by 13 points,
which is also better than the international average (Arif, 2024). For science literacy,
Indonesia's score decreased by 13 points, almost the same as the international average
decrease of 12 points (Anggreini & Priyojadmiko, 2022). The results of this PISA study
highlight the relatively small learning loss that occurs. This condition reflects the
performance of teachers who are supported by various pandemic-handling programs from
the Ministry of Education and Culture. Simplification of curriculum materials has been
proven to be effective in reducing learning loss (Rosmini, Ningsih, Murni, & Adiyono,
2024).
This simplification of the curriculum is one of the main principles in the
development of the Independent Curriculum. Programs carried out during the pandemic
were continued and strengthened into the Independent Learning program, which was
implemented more comprehensively into the National Curriculum which is better known
as the independent curriculum.
To support the implementation of the Merdeka curriculum in the 15th episode of
Merdeka Belajar, the Ministry of Education, Culture, Research, and Technology
(Kemendikbudristek) launched the Merdeka Teaching Platform (PMM), an application
designed to assist teachers in implementing the Merdeka Curriculum (Sagala & Patilima,
2023). One of the features of the Independent Teaching Platform (PMM) is Performance
Management. Performance Management Through the Medeka Teaching Platform is a
tool that makes it easier for teachers and principals to set more contextual performance
goals to the needs of education and career development units to improve the quality of
student-centered learning. This Performance Management feature is also integrated with
e-performance services managed by the State Civil Service Agency (Kemendikbudristek
RI, 2022).
One of the crucial factors in improving the quality of education is teacher
performance. Teacher performance will have a great influence on student learning
achievement and overall educational development. In managing teacher performance, of
course, there are various challenges faced. The main challenge lies in the limitations of
current performance evaluation methods in covering all aspects of teacher success. Often,
assessments focus too much on certain aspects, such as students' academic achievement
without paying attention to elements of interpersonal skills, innovations in teaching
Transformation of Teacher and School Principal Performance Management
Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 7, July 2024 3267
methods, or contributions to curriculum research and development (Awaluddin et al.,
2023). Therefore, improvements are needed in the process of managing teacher
performance. This condition is a special concern for the government and stakeholders in
the education sector.
This article discusses the transformation of teacher and principal performance
management through the independent teaching platform. Based on the background, the
problems to be discussed can be formulated, namely: how to transform the performance
management of teachers and principals through the independent teaching platform?
Research Methods
The method used in this study is the Library Research method. According to
(Indonesia, 2016), a literature study is a data collection technique by examining books,
literature, notes, and reports related to the problem being researched. In this study, the
author explores, studies, and analyzes literature related to student management, then
conducts an in-depth analysis and compiles it in the form of scientific articles.
Results and Discussion
Performance Management Transformation
As part of the transformation of ASN management initiated by President Joko
Widodo, the Ministry of PANRB carries out a performance management transformation
which is regulated through: PermenPANRB No. 6 of 2022 concerning Performance
Management of State Civil Apparatus Employees and PANRB Regulation No. 1 of 2023
concerning Functional Positions. Previously, the determination of the credit score was
obtained through the implementation of various activities proposed in the Proposed List
of Credit Score Assessment (DUPAK). The more activities carried out, the higher the
credit score obtained. Each activity has a different credit score weight. Activities with
greater weight will result in higher credit scores.
Through the transformation of performance management, credit scores are obtained
through the determination of performance predicates based on the fulfillment of
leadership expectations related to organizational goals and objectives. The performance
predicate is then converted into a credit score by multiplying the credit score coefficient
by the performance predicate multiplier. The amount of this credit score is no longer
influenced by the number of activities carried out.
All employees are recognized for their performance in supporting learning
transformation to realize student-focused learning (Ministry of Education and Culture,
Research and Technology, 2023).
Characteristics of Performance Management Transformation
Some of the characteristics of performance management transformation that
differentiate it from previous performance management are:
1. Freedom from administrative burdens
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Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 7, July 2024 3268
In previous performance management, employee time was confiscated for
administrative matters, and superiors and local governments evaluated documents
manually. After the transformation of performance management, alignment, and
acceleration of processes through the integration of technology in regional performance
management, reduces the number of documents that need to be prepared and reviewed by
superiors and local governments (Pemda).
2. Merdeka chooses relevant indicators
In previous performance management, employees were measured by many
indicators, which as a result of which it was difficult to map the need for performance
improvement because the number of indicators was too many. After the transformation
of performance management, employees choose one of the most relevant performance
indicators to be improved so that superiors and local governments can prioritize indicators
according to school and regional conditions.
3. Merdeka Shows Impact Performance
In previous performance management, the pressure to achieve perfect performance
only resulted in formality changes. After the transformation of performance management,
employees improve their performance by paying attention to performance observation.
Superiors and local governments focus on supporting performance improvement that has
a real impact on student learning.
The Independent Teaching Platform (PMM) application is a tool provided for
teachers and school principals to improve the quality of performance and competence
sustainably. As a tool, features in PMM such as Self-Training, Competency Reflection,
Proof of Work, and Community are not mandatory. However, the PMM Performance
Management feature must be used by teachers and school principals who have the status
of State Civil Apparatus (ASN).
PMM is expected to be able to create a collaborative learning ecosystem to improve
the quality and effectiveness of learning in the classroom (Muspawi, 2021). Therefore,
the menu on this platform is equipped and developed according to the needs of teachers.
The following are the menus and features contained in PMM, namely:
1. Self-Development Menu: Features available in this menu include self-training,
community, principal selection, competency reflection, LMS, and performance
management.
2. Teaching Menu: Features in the Teaching menu consist of learning outcomes (CP) and
learning objectives (ATP), teaching tools, student assessments, and classes.
3. Inspiration Menu: Features in the Inspiration menu include inspiration videos, proof
of work, and hands-on ideas.
4. Menu About the Independent Curriculum: The features contained in this menu include
information about the independent curriculum and independent curriculum
implementation training.
Before using the Merdeka Teaching Platform application, teacher performance
management was carried out through e-Performa BKN, which is still general for all
ASNs. This is different from performance management through PMM, which offers more
Transformation of Teacher and School Principal Performance Management
Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 7, July 2024 3269
specific performance indicators according to the needs of teachers (Siagian,
Mudjisusatyo, & Pangaribuan, 2024). In the assessment stage in PMM, teachers can
conduct self-control and evaluation (self-reflection) to assess things that are good and
need to be improved. Furthermore, teachers also make follow-up plans based on the
results of the reflection according to personal needs. With this approach, it is hoped that
teacher performance management will be more targeted, help teachers improve the
quality of teaching, and support the development of their professionalism in a sustainable
manner.
Performance Management Transformation Through the Independent Teaching
Platform
Performance Management is designed to be carried out in two cycles each year,
with each cycle lasting 6 months, aiming to improve the effectiveness of implementation.
The main advantage of two cycles per year is that it provides opportunities for periodic
evaluation, monitoring, and performance improvement, both for teachers and school
principals (Kemendikbudristek RI, 2022).
Stakeholders involved in Performance Management include the Directorate
General of Teachers and Education Personnel (Ditjen GTK) as the agency for coaching
teachers and school principals, the State Civil Service Agency (BKN), government
agencies in charge of personnel management, and Regional Governments according to
their authority through the Regional Civil Service Agency and the Education Office. The
involvement of these stakeholders strengthens the implementation of Teacher and
Principal Performance Management so that it is more impactful, dynamic, and responsive
to the quality of learning for a year.
The Teacher and Principal Performance Management Timeline reflects a
commitment to provide regular evaluations and regular support to support continuous
performance improvement.
Performance Management for Teachers has three important stages that are carried
out by teachers for six months and occur twice a year. (Perdirjen
GTK/Number7607/B.B1/HK.03/2023). The following are the Performance Management
Stages starting from Planning.
Performance to Performance Results Assessment on the Independent Teaching Platform.
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Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 7, July 2024 3270
Performance Planning
Performance planning is an important process for teachers to improve the
effectiveness of teaching and learning that impacts students. In this stage, teachers can
start developing performance planning at the beginning of each month of each semester
of the new school year. Teachers can choose recommended indicators based on
assessments from the Education Report Card or other indicators according to the needs
for performance improvement. The performance plan that has been prepared will be
submitted to the supervisor for review and approval.
Performance Implementation
Performance implementation is the second stage after the performance plan is
approved. At this stage, the principal will implement, monitor, and foster performance
through observation. The implementation of the performance involves four observation
stage processes, namely preparatory discussions, classroom observations, follow-up
discussions, and follow-up reflections.
Performance Assessment
Performance appraisal is the last stage in the performance management series. At
this stage, the principal and teachers will discuss to determine the performance assessment
at the end of the semester based on the implementation of the performance that has been
carried out. The principal will discuss the achievements and contributions of teachers by
the indicators that have been set in the performance plan. This discussion is an
opportunity to provide feedback, identify strengths, and plan further development steps
to improve the quality of learning and teacher performance.
The management of teacher and principal performance is carried out to achieve
educational performance goals and objectives. This management focuses on improving
the performance of teachers and principals to realize student-centered learning, meet the
expectations of school principals, encourage intense work dialogue between principals
and teachers, and achieve the performance of educational units and the results of Teacher
and Principal Performance Management Variables.
In performance management through the Merdeka Teaching Platform, there are
four variables in the performance assessment of an employee, namely:
1. Performance Practices
In this performance practice, the other variables come from the school education
report card
2. Competency Development
In the development of variable competencies, the supporting variables come from
self-development activities carried out by teachers and principals
3. Work Behavior
In the development of work behavior, the assessment variables come from the
behavior of employees that reflect the attitudes: 1) Service-oriented, 2) Accountable, 3)
Competent, 4) Harmonious, 5) Loyal, 6) Adaptive, and 7) Collaborative. This assessment
variable is known by the acronym BERAKHLAK.
4. Accountability Documents
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Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 7, July 2024 3271
In the development of accountability documents containing documents that show
the accountability of employees (teachers and principals) in carrying out their duties, they
are not assessed but collected. These four variables will be a reference for appraisers in
determining employee performance predicates. This Performance Predicate will then
determine the Credit Score obtained by the Employee.
Conclusion
Performance management transformation is a form of cooperative relationship
carried out by the Ministry of Education and Culture with teachers and school principals,
the State Civil Service Agency (BKN), government agencies in charge of personnel
management, and Regional Governments according to their authority through the
Regional Civil Service Agency and the Education Office. This performance management
transformation is present as a form of alignment and acceleration of processes through
integrated technology in regional performance management. The existence of relevant
performance improvement priority indicators to assist teachers and principals in
achieving performance management through PMM is a new thing so many teachers are
still experiencing difficulties. And there are still limited or unstable internet access
constraints in many regions. So there needs to be assistance from the Ministry of
Education and the Education Office in each region.
Nurdiansari, Junainah, Azainil
Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 7, July 2024 3272
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