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Atikah, Department of Industrial Engineering, Faculty of Engineering, University of

Brawijaya, November 2013, The Assessment of Teacher Performance Based on Academic
Qualification Standard of Teacher Competence and Gomes Competence as the Guide for
Incentive. Advisors: Nasir Widha Setyanto and Ceria Farela Mada Tantrika.
SMA Brawijaya Smart School has assessed performance achievement by carrying out
direct work assessment by school supervisor. The system of this assessment is by visiting each
class to assess the performance of the teaching staff and to examine some supporting
documents such as report. However, the assessment system is only useful to understand the
performance result of a teacher without intention to improve or to increase the quality of
teacher performance. Indeed, performance assessment system is necessary to motivate the
performance of teachers at SMA Brawijaya Smart School to increase their performance
achievement. It can be done by establishing incentive system based on performance
achievement of each teacher.
Methods of research include analytical hierarchy process and rating scales to develop a
format to assessment the performance of teacher. Academic Qualification Standards, of
Teacher Competence and Gomes Competence are combined to design hierarchical structure as
a basic for teacher performance assessment system at SMA Brawijaya Smart School. The
design of performance assessment system will be used as the guide for incentive provision
based on the observable work achievement.
Based on the calculation from Analytical Hierarchy Process method, each percentage
weight of each criterion of teacher performance assessment is explained as follows: Creativity
of 20.70 %, Initiative of 14.42 %, Compatibility to learning material of 13.9 %, Cooperation
of 10.5 %, Readiness to learning-teaching activity of 9.62 %, Modeling rate of 5.85 %, Selfintegrity of 5.85 %, Knowledge about duty of 5.66 %, Quantity of 4.0 %, Trust and
willingness to complete the task of 3.68 %, Attendance of 2.83 %, Willingness to do
continuous learning of 1.89 %, and Punctuality in the completion of task of 1.04 %. After the
performance is assessed by rating scales, the calculation of Teacher I, for example, is counted
and the achievement total is 3.43. Standard work achievement is used as the minimum
boundary of work result. The result indicates that the achievement of Teacher I is 0.14 % while
that of whole teachers is 2.80 %. Based on this achievement, the incentive that must be
accepted is Rp. 77,656.67.-. It means that the higher performance achieved will lead the higher
incentive accepted.
Keywords: Teacher Performance Assessment, Analytical Hierarchy Process, Rating Scales,