A STUDY ON EXPERTISE COMPETENCE TEST MODEL OF

ELECTRICAL INSTALLATION FOR VOCATIONAL SECONDARY

SCHOOL TEACHERS

ABSTRACT
.
Vocational Teachers of Electrical Installation must be competent in their field of expertise. To determine whether
or not competent is through an expertise certification program. This program is very important so that they have
the required competence. The program infrastructure needs to be developed. This research was intended to
obtain information needed to develop an expertise competency test model. The results show: (1) Teachers who
have expertise certificate are 20%, almost all teachers agree that vocational teachers must have a certificate
of expertise (97%) and wish to take competency tests (96%); (2) Teachers join competency tests in BNSP (61%),
ESDM (28%), and LPJK (11%), (3) Teacher constraints to take competency test are: do not know where and
how taking competency tests, expensive fees, difficult to get a credible certification institution, not mandatory,
certification schemes and competency levels are not appropriate; (4) The weaknesses of the current competency
test are: expensive, there is no specific certification scheme for teachers, unclear mechanism, less
comprehensive material test; (5) The expected characteristics of competency test model are: develop an
apropriate certification scheme, financed by the government, clear mechanisms, comprehensive competency test
material, adequate assessors and competency test places. and using integrated assessment methods; (6) The
competency units needed are: planning, installing simple home electrical installations, installing small industrial
electrical installations, operating, maintaining, and inspecting building electrical installations, and analyzing
the results of inspection of electrical installations.

Keywords: electrical power installation technique, teacher expertise competency test, vocational secondary
school, Vocational teacher

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1. INTRODUCTION

Vocational Secondary Schools (SMK) have distinctive characteristics from public secondary
schools. Vocational Scondary Schools are prepared to produce graduates who are ready to work
and ready to develop to fill the workforce needs in various fields needed in national
development. Meanwhile, the development of science and technology is also growing very
rapidly. To produce quality and ready-to-work vocational graduates who can adapt to the
development of science and technology, highly qualified and professional teachers are needed.
Therefore, increasing the professionalism of vocational teachers is very important. Increasing
the professionalism of teachers through educator certification is currently considered to be
insufficient because the competency test in Teacher Professional Training Education (PLPG),
Teacher Professional Education (PPG), and Teacher Competency Test (UKG) is considered
not comprehensive. Professional competency test material in the field of vocational teacher
expertise so far only tests the cognitive domain, has not tested the domain of skills and attitudes.
So that vocational teachers who have been certified educators also have no guarantee of
mastering a comprehensive field of expertise. If the vocational school teachers do not have the
skills in their fields of expertise that are in accordance with the requirements of the
workplace/industry, how can it be possible to teach and train vocational students well. If this
is the case, then SMK graduates will have competencies that are not in line with expectations.

To overcome the above problems, one way that can be taken is to carry out a competency
test of expertise for vocational teachers to obtain a certificate of expertise, in addition to
certification of teacher competencies to obtain an educator certificate. The authority to carry
out expertise competency tests is in the Professional Certification Institution (LSP) under the
National Professional Certification Agency (BNSP) or Competency Certification Institution
(LSK) under an institution or technical ministry that has authority, for example the Ministry of
Energy and Mineral Resources (ESDM), Ministry of Public Works and Public Housing
(PUPR), Ministry of Tourism, and so on. Therefore, it is necessary to involve these institutions
in developing and increasing the professionalism of vocational teachers to carry out expertise
competency tests.

Based on the Decree of the Director General of Primary and Secondary Education
(DGoPSE) of the Ministry of Education and Culture Number: 4678/D/KEP/MK/2016
concerning the Secondary Education Expertise Spectrum, it is stated that the vocational
expertise spectrum consists of 9 areas of expertise, each field of expertise detailed into several
expertise programs, and each expertise program consists of several expertise competencies.
One of the expertise competencies in Vocational Secondary Schools is the expertice
competency of Electrical Installation which is under the Electricity Expertise Program and
under the Technology and Engineering Field (DGoPSE, 2016)

Competence of Electrical Installation in Vocational Secondary School refers to the

competency of sub-field of the electrical power utilization installation. Development of Core
Competencies and Basic Competencies (KI-KD) of Expertise Competency of Electrical
Installation in Vocational Secondary School refers to the real competencies in the field of
electric power utilization installation needed in the world of work. The scope of the field work
in the world of work includes planning, installation, operation, inspection, and maintenance of
electric power utilization installations starting from current limiter and measuring devices
(KWH meter and MCB) to connecting devices and load points in consumers for simple home,
building, and industrial installations. The competency standards for the field of electric power

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utilization installation for each subfield are: planning, installation, operation, inspection, and
maintenance of electricity utilization installations have been packaged into the Indonesian
National Work Competency Standards (SKKNI) Electricity Sector, Electrical Power
Subsector, Electrical Power Utilization Installation Field based on The Decree of the Minister
of Manpower and Transmigration (MoMPT) Number KEP.170/MEN/IV/2007 (MoMPT,
2007). In addition, the Ministry of Energy and Mineral Resources has set the Electricity
Engineering Personnel Competency Standard (SKTTK) which is packaged based on
occupational occupation with 9 levels that have been adjusted to the Indonesian National
Qualification Framework based on the Director General of Electricity (DGoE) Decree of
Ministry of Energy of Mineral Resources Number 1420/ DJL.I/2018 (DGoE, 2018). These two
standards (SKKNI and SKTTK) can be used as a basis for: developing competency-based
education and training, developing competency certification systems, and developing other
human resources (HR), such as: competency mapping for career development, recruitment,
payroll, remuneration and so forth.

The Electrical Installation Expertise Competency of Vocational Teachers are expected

to master and be competent in the field of education and competent in the field of Electrical
Installation that is needed in real terms by the world of work as stated in the SKKNI. Electrical
Installation Vocational Teachers who are competent in their fields of expertise will be able to
carry out the task of teaching, educating, training, and transferring the competencies they have
to vocational students. Which in the end will be able to produce competent SMK graduates
according to the requirements of the workplace/industry and there is a linkage and suitability
between Vocational Schools and the workplace/industry.

This expectation is currently not in line with the reality because conditions in the field
indicate that only a small proportion of productive vocational teachers have already had
expertise /vocational certificates. Thus, the competency test for productive vocational school
teachers is now a necessity and cannot be negotiable (Irianti, 2016: 1026). The importance of
teachers must be competent in their vocational fields and proven by this certificate of expertise
in line with one of the strategic plans of the 2015-2019 Vocational Development Directorate
(PSMK), namely increasing the number and quality of vocational teachers. This is also in line
with one of the contents of the President's Instruction Number 9 of 2016 concerning
Revitalization of Vocational Schools in Order to Improve the Quality and Competitiveness of
Indonesian Human Resources, namely accelerating the improvement of vocational teacher
competencies through competency tests of expertise to obtain expertise certificates.

The certification system and expertise competency tests that have been available so far
have also not fully met the needs and demands of vocational teachers. Professional certification
institutions (LSP) under the BNSP or competency certification institutions (LSK) under the
technical ministry, for the field of electric power installations namely LSK under the Ministry
of Energy and Mineral Resources (ESDM) and Construction Services Development Institutions
(LPJK) under the Ministry of Public Works and Public Housing (PUPR), it has not yet
developed a special certification scheme for Vocational Teachers. Vocational teachers who
take the skills competency test all this time take certification schemes offered by LSP/LSK
intended for specific operators or industrial technicians so that they are not in accordance with
the needs and demands of vocational teachers. In addition, in general, the level of competence
and assessment methods are also not in accordance with the demands and needs of vocational
school teachers. To overcome the shortcomings and weaknesses of the existing competency
test models and to support the Presidential Instruction, especially regarding the acceleration of

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increasing vocational teacher competencies, it is necessary to develop expertise competency
test model that is in accordance with the needs and demands of productive vocational teachers,
especially for Electrical Installation Expertise Competency

This study tries to contribute in preparing a vocational teacher expertise certification

program by conducting a study to obtain the data needed to develop a competency model for
productive vocational school teachers for Electrical Installation expertise competencies to fit
the needs and demands of teacher competencies. To get the data needed, the problems in this
study are formulated as follows: (1) How much is the percentage of teachers who have been
certified of expertise, how much is the percentage of teachers who assess the importance of
having a certificate of expertise and who are willing to have a certificate of expertise? (2)
Where are the Electrical Installation Vocational School Teachers taking the competency test?
(3) What are the constraints of vocational teachers in taking the expertise competency test? (4)
What are the weaknesses of the skills competency test that have existed so far? (5) What are
the expected characteristics of expertise competency test model? (6) What competency units
are needed that are in accordance with the needs and requirements of the Electrical Installation
Vocational School Teachers? (6) What are the patterns of the implementation of expertise
competency tests for Electrical Installation Vocational School Teachers?

2. REVIEW OF LITERATURE

2.1 Vocational secondary schools in Indonesia

Vocational education in many literatures is often referred to as vocational and technical

education (VTE). In the Indonesian context, based on the National Education System Law
Number 20 of 2003 Article 15, vocational education has been contextualized as pendidikan
kejuruan, while technical education has been contextualized with pendidikan vokasi.
Pendidikan kejuruan is secondary education that prepares students primarily to work in certain
fields. Pendidikan vokasi is tertiary education which prepares students to have jobs with certain
applied skills maximally equivalent to undergraduate programs (Republic of Indonesia, 2003).
Thus the difference between pendidikan kejuruan and pendidikan vokasi in Indonesia is at its
level. Pendidikan kejuruan is secondary education, while pendidikan vokasi is higher
education. The position of pendidikan kejuruan or vocational secondary school (SMK) and
pendidikan vokasi or politeknik in the national education system is shown in the following
figure 1 below.

Pendidikan kejuruan in Indonesia is held at the upper secondary level, namely

Vocational Secondary School (SMK). Law Number 20 of 2003 concerning National Education
System Article 21 states that pendidikan kejuruan is a secondary education level which
prepares students primarily to work in certain fields (Republic of Indonesia, 2003). The purpose
of this vocational secondary school is explained in general and specific objectives. In essence,
vocational secondary school in Indonesia (SMK) aims to prepare students to develop their
potential so that they are able to work and are ready to develop in certain fields. In addition,
SMK aims to equip students with knowledge in order to be able to develop themselves to be
better.

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 Figure 1: Position of vocational education in the national education system
(Source: Herlambang, 2012)

2.2 Vocational secondary school teachers

According to Minister of Education and Culture Regulation No. 22 of 2017 Vocational

Secondary School (SMK) teachers are grouped into three, namely normative teachers, adaptive
teachers, and productive teachers. Normative groups are subject groups that are allocated
permanently and function to form students as individuals who are whole, personal who have
norms as individual beings and social beings which include: Religious Education, Citizenship
Education, Indonesian Language, Physical Sports Education and Health, and Cultural Arts.
Adaptive groups are subject groups that function to form students as individuals who have a
strong foundation to develop and are able to adapt to change, consisting of subjects in English,
Mathematics, Science, Social Sciences, Computer Skills and Information Management, and
Entrepreneurship. Productive groups are a group of subjects that serve to equip students to have
standard competencies or productive abilities in a particular job/expertise relevant to the needs
and demands of the labor market, which consists of a number of subjects grouped in the Basic
of Expertise Competence and Expertise Competence (MoEC, 2017)

Vocational Secondary Schools (SMK) have distinctiveness. Specificity lies in productive

subjects, namely vocational subjects which are special abilities given to students in accordance
with the program/field of expertise chosen. While normative and adaptive subjects are non-
vocational subjects as supporting productive abilities. Henceforth in this discussion what is
meant by vocational teacher is productive vocational school teachers.

According to Suyanto & Jihad (2012) in general there are three main tasks of the teacher
as a profession, namely: educating, teaching and training. The teacher as an educator has the
task of continuing and developing the value system of life. The teacher as a teacher has the task
of continuing and developing knowledge. The teacher as a coach means that the teacher has
the task of developing skills for the life of students. To carry out these tasks with full

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responsibility the teacher is required to have competence and requirements as a professional
teacher.

To carry out this task, productive SMK teachers must have four competencies:
pedagogic, professional, social, and personal. In addition, vocational teachers must also have
an understanding and insight into employment, business, and industry. This is in accordance
with the arguments of vocational education delivered by Prosser where vocational teachers are
required, among others: (1) able to organize education and training using methods, tools,
machines such as in the workplace; (2) able to educate and train students directly in certain
fields of expertise; and (3) able to provide tasks in the form of real work, foster habits of
thinking and working effectively (Djojonegoro, 1998). Thus, productive vocational teachers in
addition to having the competence of educator must also have expertise or vocational
competencies in accordance with their fields.

2.3 Teacher certification and competency standards in Indonesia

The Indonesian government has paid attention to increasing the professionalism of teachers
and educators. The government's attention was realized with the issuance of several legal
products that teachers are professional educators. Some legal products that have been issued
include the Republic of Indonesia Law No. 20/2003 concerning the National Education
System, Republic of Indonesia Law No. 14/2005 concerning Teachers and Lecturers (UUGD),
and Regulation of Goverment of Republic of Indonesia (GoRoI) No. 19/2005 concerning
National Education Standards. The direction of policy contained in the legal products is clear
that every teacher must have the competence of educators who will be rewarded with an
educator certificate (Republic of Indonesia, 2003, 2005).

Article 1 point 1 concerning UUGD states that teachers are professional educators who
have the main task of educating, teaching, guiding, directing, training, evaluating, and
evaluating students in early childhood education through formal education, basic education and
secondary education. In Article 8 UUGD states that teachers must have academic
qualifications, competencies, educator certificates, physically and mentally healthy, and have
the ability to realize national education goals. Furthermore, Article 9 UUGD states that the
academic qualifications are obtained through higher education undergraduate programs or four
diploma programs. Article 10 paragraph (1) states that teacher competence as referred to in
Article 8 includes pedagogical competencies, personality competencies, social competencies,
and professional competencies obtained through professional education. According to this
definition, the teacher is a profession that requires special expertise that can be demonstrated
by their skills in teaching (Republic of Indonesia, 2005)

The description of the four competencies that must be mastered by a teacher as stated in
the Explanation of Government Regulation No. 19 of 2005 concerning National Standards of
Education are as follows: (1) Pedagogic competencies, namely the ability related to the ability
to understand students, design and implement learning, carry out evaluation of learning,
develop potential students to actualize the various potentials they have; (2) Professional
competence, namely the ability relating to mastery of learning material widely and deeply,
which includes mastery of the substance of the material taught in school and scientific
substance that overshadow the material, and mastery of the structure and methodology of
science; (3) Personality competencies, namely personal abilities that are described as teachers
who have a steady and stable personality, are mature, wise and have noble character that can

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be a role model for students; and (4) Social competence, which is communicating and
associating effectively both with students and with fellow educators and education staff, as
well as students' parents/guardians of students and the surrounding community (GoRoI, 2005).

Article 1 point (11) of the Teacher and Lecturer Law (UUGD) states that certification is
the process of providing educator certificates to teachers and lecturers, with the logic that
teachers already have two things required, namely a minimum education qualification and
mastery of teacher competency. The minimum education qualification for a teacher is a D4/S1
(bachelor) degree. Educator certificates as evidence of mastering minimum competence as a
teacher must be carried out through a careful and comprehensive evaluation of the aspects
forming a competent and professional teacher figure. In terms of the teacher certification
process, it will be a careful and comprehensive competency test. Teachers and teacher
candidates who have passed the competency test are entitled to an educator certificate
(Republic of Indonesia, 2004).

Teacher certification is done both for in-service teachers and pre-service teachers.
Teacher certification is carried out through competency tests to obtain educator certificates.
Competency testing in the teacher certification process to obtain educator certificates through
a number of patterns, namely: (1) portfolio assessment, (2) giving direct educator certificates
(PSPL), (3) teacher education and training (PLPG), and teacher professional education (PPG).

Competency testing in the teacher certification process through portfolio assessment is

an acknowledgment of teacher professional experience in the form of assessments of
documents that reflect teacher competency. The portfolio assessment component includes 10
components, namely: (1) academic qualifications, (2) education and training, (3) teaching
experience, (4) planning and implementation of learning, (5) assessment of leader and
supervisors, (6) academic achievement, (7) professional development work, (8) participation
in scientific forums, (9) educational and social organization experiences, and (10) awards
relevant to the field of education. If the results of the portfolio assessment participants can
reach the minimum graduation rate (850) and meet the graduation requirements, then they will
pass and obtain an educator certificate. If the results of the portfolio assessment do not reach
the minimum graduation rate, they will be included in the Teacher Professional Training and
Education (PLPG). If the score of the portfolio assessment results have reached a minimum
number and have met the graduation requirements, but administratively there are still
shortcomings, the participants must complete the administration (MA). If the participant has
not reached the minimum graduation rate, then the participant is asked to carry out activities
related to the teaching profession to complete the lack of portfolio or complete the substance
(MS) for participants who score 841-849. If within a certain period of time they are unable to
complete, they will be included in the PLPG (DGoHE, 2008)

Another pattern of teacher certification is by providing direct educator certificates

(PSPL). The pattern of PSPL is intended for teachers who are academically qualified S-2 / S-3
and at least grade IV/b or teachers who have the lowest grade IV/c. Teachers compile
documents and submit them to the district/city education office or the provincial education
office to be forwarded to the Education Personnel Education Institution (LPTK) of organizer
for teacher certification according to the district administration with an official letter
introduction. LPTK of organizer of teacher certification verify documents. Document
verification is carried out by 2 (two) relevant assessors and has an Assessor Number (NIA) with
reference to the document verification rubric. If the documents collected by participants are

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stated to meet the requirements, then the participants will be given an educator certificate.
However, if the document does not meet the requirements, participants will be returned to the
education office in their area and given the opportunity to participate in teacher certification
through competency testing with a portfolio assessment pattern (DGoHE, 2012)
The next certification pattern is Teacher Professional Education and Training (PLPG).
Participants who have not participated in teacher certification or do not meet the requirements
for teacher certification through portfolio assessment and direct teacher certificate will be
included in the PLPG program for 10 days with 90 hours pattern. The PLPG program includes
four teacher competencies and ends with a competency test. Participants who pass the
competency test will receive an educator certificate. If the participant has not graduated, he is
given the opportunity to retest twice for material that has not passed. Participants who do not
pass the second retest will be returned to the district/city education office or the provincial
education office for guidance/improvement of competence. Teacher certification through the
PLPG is held until 2017. In 2017, the last PLPG was held. After 2017, the implementation of
teacher certification is held through Teacher Professional Education (PPG).

Teacher certification is organized by the Education Personnel Education Institution

(LPTK) which organizes teacher certification coordinated by the Teacher Certification
Consortium (KSG). KSG elements consist of LPTK, Ministry of Research, Technology and
Higher Education, and Directorate General of Teachers and Education Personnel (DGoTEP)
Ministry of Education and Culture.

2.4 Teacher professional education in Indonesia

Starting in 2016 the government developed a pattern of in-service teacher certification through
teacher professional education (SG-PPG) which is intended for teachers appointed starting
January 1, 2016 and thereafter. Teacher certification through the in-service teacher professional
program is carried out equivalent to 36 SKS (Semester Credit Unit) for 165 days consisting of
6 activities. The six activities are: (1) Workshop 1 (WS-1) is equivalent to 3 credits with
assignment activities identifying learning problems in the first school for 8 days; (2) Workshop
1 (WS-1) is equivalent to 7 SKS with activities to develop educated learning devices in the
field of study carried out on campus for 20 days; (3) Field Experience Program 1 (PPL-1) in
the school is equivalent to 6 credits for 45 days; (4) Workshop 2 (WS-2) is equivalent to 3
credits with assignment activities identifying the learning problems in the second school that
are carried out for 8 days; (5) Workshop 2 (WS-2) equivalent to 9 credits with the development
of educated learning tools in the field of study held on campus for 25 days; and (6) Field
Experience Program 2 (PPL-2) equivalent to 8 credits held at school for 60 days.

The certification program for prospective teachers (pre-service) is through teacher

professional education (PPG) organized by the Teacher Professional Education Study Program
(PS PPG) at the LPTK. The PPG program is held for 2 semesters with study loads ranging
from 36-40 credits. Comparison of academic activities in the first and second semester is 60:40.
The following is an overview of the structure of the PS PPG curriculum.

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 Table 1: General structure of Teacher Professional Education Study Program (PS PPG) curriculum
No. Content of the curriculum Proportion Sem
1. Deepening of subject matter and pedagogic 37 %
Workshop on Learning Device Development (including I
2. 21 %
presentation of learning devices and peer teaching)
3. Practice of Field Experience 39 %
II
4. Classroom Action Research 3%
Source: Buku Pedoman Penyelenggaran Program Profesi Guru (MoRTHE, 2017)

The PS PPG curriculum structure is divided into two fields, namely the structure of the
General-PS PPG curriculum and the structure of the Vocational-PS PPG curriculum. Each
field is divided into two groups according to the origin of the input, namely the input of S1
Education and input D-IV or S1 Non-Education. What distinguishes the structures of the
Vocational PS PPG curriculum from General PS PPG are: (1) the deepening of the subject
matter is material in accordance with the competency of expertise in the vocational school; (2)
The depth of pedagogical material is adjusted to vocational learning, and (3) Practice of field
experience (39%) includes PPL in schools (34%), and industrial practices in the workplace /
industry (5%). The difference between curriculum structure for S1 Education and D-IV or S1
Non-Education is located in the proportion of pedagogic and subject matter deepening 37%,
namely: (1) For S1 Education, the proportion consists of 11% pedagogic material deepening
and deepening subject matter 26%; (2) For the D-IV or S1 Non-Education proportion the
proportion is reversed, the depth of pedagogical material is 26% and the field of study/expertise
competency is 11% (MoRTHE, 2017: 37-41).
The Ministry of Research, Technology and Higher Education (MoRTHE) has made
efforts to develop a model of the teacher professional education program specifically for
productive vocational school teachers. The model was developed by modifying the existing
PPG program model by adding expertise competency tests at the end of the PPG program. The
Productive Vocational of PPG program is an education program consisting of 36-40 credits
that are held for 2 semesters either on campus, at school, or in the business/industrial world
and ends with educator competency testing and expertise competency testing. It is expected
that the output of the productive Vocational PPG program will enable participants to get two
certificates at once, namely an educator certificate and expertise certificate. It turns out that
this model is very in line with the spirit and contents of Presidential Instruction No. 9 of 2016
to increase the professionalism of vocational teachers (MoRTHE, 2015).

2.5 Continuing professional development for teachers

Increasing the professionalism of productive vocational teachers is certainly not enough just
through the teacher certification program and certification of expertise because teacher
professionalism is very dynamic, the development of science and technology changes very
rapidly. Professionalism should always be maintained and improved in harmony with the
development of time, science and technology that is very fast. Productive Vocational Teachers
are required to always adaptively follow and adapt to these developments. This is reinforced
by Government Regulation No. 74/2008 concerning teacher article 47 paragraph 4 which was
later refined with Government Regulation No. 19/2017 mandates the need for the development
and improvement of competencies for teachers who already have an educator certificate. As
professional staff teachers must always develop their professionalism so that they can carry out

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their functions in accordance with the latest developments in science and technology.
Therefore, teachers are required to develop their professionalism continually.

Teachers in developing their professionalism continually can be done with three

elements, namely: (1) self-development, (2) scientific publications, and (3) innovative work.
To regulate and provide guidance to teachers and stakeholders in the implementation of
continuous professional development for teachers, the government has issued a Regulation of
the Minister of State for Administrative and Bureaucratic Reform (PERMENEG PAN RB) No.
16 of 2009 concerning Continuing Professional Development (PKB) for teachers. The PKB
aims to achieve competency standards and develop competencies to meet quality learning
services and improve teacher careers (MoSABR, 2009)
The element of self-development in PKB is an effort to improve self-professionalism in
order to have competencies in accordance with national legislation or education policies, as
well as the development of science, technology, and art. This activity can be carried out through
education and functional training or teacher collective activities, such as seminars, workshops,
scientific forums, MGMP forums, and so on. Elements of scientific publications are scientific
papers that have been published to the public as a form of teacher contributions to improving
the quality of the learning process in schools and the development of the world of education,
science, technology and art. The forms of scientific writing are: research report (Classroom
Action Research or PTK), scientific articles, modules/dictates, translation works and
presentations in scientific forums. Meanwhile, the elements of innovative work in PKB are
development works, modifications or new discoveries as a form of teacher contribution in
improving the quality of learning processes in schools and the development of the world of
education, science, technology, and art. Innovative works can be in the form of appropriate
technological inventions, inventions and the creation or development of works of art, the
making and modification of learning tools and practicum displays, the preparation of standards
for questions and the like at the national and provincial levels (Muksin, 2015).

2.6 Work competency standards for electrical power installation

This national work competency standard in the electricity sector is needed as a reference to
develop: (1) competency-based formal and non-formal education and training programs, (2) to
develop competency certification systems, and (3) development of other human resources, such
as competency mapping for career development, for the purposes of recruitment, appraisal,
payroll, remuneration, etc. based on the Decree of Ministry of Manpower and Transmigration
No. KEP.170/MEN/IV/2007 (MoMPT, 2007).

For the purposes of the above, the Government through the Decree of the Minister of
Manpower and Transmigration of the Republic of Indonesia Number KEP.170/MEN/IV /2007
has set the Indonesian National Work Competency Standards (SKKNI) for the Electricity
Sector Electricity Subsector in the Field of Electricity Utilization. SKKNI Installation of
Electric Power Utilization Fields are grouped into 5 (five) sub-fields, namely: (1) sub-field of
planning, (2) sub-field of construction, (3) sub-field of operation, (4) sub-field of inspection,
and (5) sub-field of maintenance (MoMPT, 2007)

Electricity utilization is one part of the electricity system. Electricity utilization

installation is the installation of electricity power utilization starting from the limiting device
and measuring device (APP), namely KWH meter and MCB, to the connecting device (PHB)
or load point located at the consumer. The utilization of electric power consists of: household

10
installations that use low voltage, and installations that use medium or high voltage with large
loads such as industry.

The SKKNI in the electricity sector is grouped into 4 (four) fields, namely the generation,
transmission, distribution, and electrical power utilization installations. For the field of
electricity installation, it is grouped into 5 (five) sub-fields, namely: sub-field of planning, sub-
field of construction, sub-field of inspection, sub-field of operation, and sub-field of
maintenance, with number of unit competence are 12, 36, 31, 49, dan 29 respectively.

In addition to SKKNI, competency standards that need to be referenced in the

development of certification and competency tests of Vocational School of Electrical
Installation Competency is Electrical Power Personnel Competency Standards (SKTTK).
SKTTK is stipulated by ESDM Ministerial Regulation Number 46 of 2017 (MoEMR, 2017)
The ministerial regulation is a follow-up and elaboration of the rules and laws that are on it,
such as Law Number 30 Year 2003 concerning Manpower, Law Number 30 Year 2009
concerning Electricity, Government Regulation Number 14 of 2012 concerning Electricity
Supply Business Activities, Government Regulation Number 62 of 2012 concerning Electricity
Support Services Business, and Republic of Indonesia Presidential Regulation Number 8 of
2012 concerning Indonesian National Qualification Framework (KKNI).

SKTTK development is grouped into 4 (four) fields, namely: (1) electricity generation,
(2) electric power transmission, (3) electric power distribution, and (4) electricity utilization.
Each field consists of 6 (six) sub-fields: namely planning consultancy, supervision consultancy,
construction and installation, inspection and testing, operation, and maintenance of electricity.
Each subfield consists of competency units whose numbers vary depending on the breadth and
type of work in the sub-sector (Ahmad, 2017)

Furthermore, the competency units in each subfield are packaged according to

occupational occupation in the 9 (nine) Electricity Qualification Levels (JKK) in accordance
with the IQF. The Electricity Qualification Level is a competency qualification framework that
can juxtapose, equalize and integrate the fields of education and the field of job training and
work experience in the framework of granting recognition of work competencies in accordance
with the structure of the electricity work based on the IQF. With JKK the quality and
competency of technical personnel from various paths both education, training, individual
experience, and work experience gain equal recognition of competencies through Past Learning
Recognition.

The Electricity Qualification Level (JKK) consists of 9 (nine) levels starting from level
1 (one) to level 9 (nine). The lowest level is level 1 (one) and the highest level is level 9 (nine).
Of the nine levels, they are grouped into 3 (three) groups of positions, namely groups from
level 1 to level 3 are positions of operator or executor. Level 4 to level 6 are grouped into
positions of technicians or analysts. Level 7 to level 9 are grouped into expert levels. The JKK
is used as a reference in SKTTK grouping.

2.7 Teacher competency test

Teacher Competency Test (UKG) is an examination activity to measure basic competencies

regarding subject matter and pedagogics, both for teachers who have been certified educators
and those who have not been certified educators. The basic competencies of the field of study

11
are tested according to the field of certification studies for teachers who are certified educators
and in accordance with the teacher's academic qualifications for teachers who do not yet have
an educator certificate. For productive vocational school teachers, the field of study is material
in accordance with the expertise/vocational program.

UKG is intended to find out the teacher's mastery map on pedagogic competence and
professional competence. The teacher competency mastery map will be used as a basis for
consideration in the provision of teacher professional development and development programs.
The focus of the UKG is to identify teacher weaknesses in mastering pedagogical and
professional competencies (MoEC, 2012).

UKG is implemented online by working on multiple choice questions. The pedagogical

competencies tested are learning theory knowledge, teaching methods, student characteristics,
and so on. Professional competency tested is the teacher's ability to understand the scientific
material taught. Thus, UKG only tests cognitive competencies, while skills and attitudes are
not tested. This UKG only lasted for 4 years from 2012 to 2015. After 2015 the UKG program
was stopped.

3. RESEARCH METHODS

This research is survey research with a quantitative and qualitative descriptive approach. Data
collection was carried out in October and November 2018 at Yogyakarta State University. Data
sources or respondents in this study included teachers and prospective teachers of PPG of
Electrical Power Expertise Programs in Yogyakarta State University as many as 73 people,
consisting of 57 participants of in-service PPG, and 16 participants of pre-service PPG.

The method of data collection carried out in this study was a questionnaire.
Questionnaire to reveal data and opinions of respondents related to expertise competency tests.
The questionnaire used is in the form of closed and open questions or statements. In closed
questions/statements, respondents fill in by checking (√) on questions/statements that are in
accordance with the conditions and opinions of the respondents. On open questions,
respondents were asked to answer questions in writing. The data analysis technique used is
descriptive quantitative analysis techniques, namely percentage.

4. RESEARCH RESULTS

Based on data obtained from respondents as many as 73 teachers/prospective teachers of PPG

participants, consisting of: 16 participants of 3T pre-service of PPG, and 57 participants of in-
service of PPG for the Electrical Power Expertise Program held in Yogyakarta State University
can be described as below.

4.1 Certified expertise teacher

The percentage of teachers and prospective teachers who already have expertise certificates
can be summarized in table 2 below.

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 Table 2: Percentage of certified teachers of expertise competency

No. Certified expertise teacher Pecentage Total

1. Relevant with the electrical power installation Technique 25%
30%
2. Not relevant with the electrical power installation Technique 5%
3. The certificate is still valid 20%
30%
4. The certificate is no longer valid 10%

Table 2 shows that the percentage of teachers and teacher candidates for PPG
participants who already have expertise certificates is still very small, namely 30%. If the
relevance of the expertise certificate possessed with the Electrical Installation, is only 25%, the
remaining 5% of the expertise certificate is not relevant.

On the other hand, if the PPG participant's certificate of expertise is valid or not, it can
be described that of the 30% of PPG participants who have a certificate of expertise only 20%
have a valid certificate of expertise. The remaining 10% of his expertise certificate is no longer
valid. In general, the validity period of the certificate is 3 years.

4.2 Expertise Certifying Authorities

Teachers carry out competency tests at certification bodies under competent authority
institutions. The following are competent authority institutions that have been attended by
teachers.
Table 3: Expertise competency certificate provider authority

No. Competent Authority Institution Persentase

1. National Professional Certification Agency (BNSP) 61%
2. The Ministry of Energy and Mineral Resources (ESDM) 28%
3. The Ministry of Public Works and Public Housing (PUPR) 11%

From table 3 above, it can be seen that there are 3 (three) competent authority institutions
that have the authority to provide competency/profession certificates for the electricity sector,
namely: (1) National Professional Certification Agency, (2) Directorate General of Electricity
(DJK) Ministry of Energy Resources Mineral (ESDM), and (3) Construction Services
Development Agency (LPJK) of the Ministry of Public Works and Public Housing (PUPR). In
the implementation of the three competent authority institutions, they give authority or license
to certification bodies to carry out competency/professional certification. The certification
body under BNSP is called the Professional Certification Institute (LSP). The certification body
under the Ministry of Energy and Mineral Resources is a Competency Certification Agency
(LSK), while under the LPJK is a Certification Unit for Business Entities and Labor.

Table 3 shows that the teachers/prospective teachers participating in the competency test
in Professional Certification Institutions (LSP) under the auspices of BNSP are 61%, in the
Competency Certification Institution (LSK) under the auspices of the Ministry of Energy and
Mineral Resources, 28%, in LPJK under the auspices of the Ministry of PUPR's is 11%. More
than half (61%) of participants conducted competency tests in certification bodies under the
auspices of BNSP, while the competency test in LPJK was the least, which was only 11%.

13
4.3 The Urgency of certificate ownership and the desire to take competency tests

Teachers/prospective teachers were asked for their opinions on the urgency of ownership of
expertise certificates for Electrical Installation competency of vocational teachers. In addition,
it was also asked about the willingness to take a competency test to get a certificate of expertise.
The responses of the teachers/prospective teachers about the two questions are summarized in
table 4 below.

Table 4: Urgency of certificate ownership and desire to take competency test

No. Description Percentage

Agree that productive vocational school teachers must have
1. 97%
expertise competency certificates
2. Desiring to take expertise competency test 96%

Table 4 shows that almost all teachers (97%) agree that productive vocational teacher in
electrical installation competency must have certificate of expertise. In addition, as much as
96% of teachers/prospective teachers wish to take the competency test to obtain a certificate of
expertise. The reasons for teachers/prospective teachers about their urgency and desire to take
competency tests include: to be competent, professional, qualified, meet standards, be
recognized, have comprehensive competencies.

4.4 Teacher constraints in following the expertise competency test

Teachers/prospective teachers who do not have an expertise certificate are asked about the
constraints faced in taking the skills competency test. Respondents' responses to the constraints
of participating in the skills competency test are ranked in table 5 below.
Table 5: Teacher constraints in following the expertise competency test

No. Types of constraints Percentage

1. Don't know where and how to take the relevant skills competency test 60%
2. Competency test fees are too expensive 58%
3. It's hard to get a credible certification body 33%
Not mandatory for the goverment to have an expertise competency
4. 23%
certificate
The certification scheme and level of expertise available are not in
5. 16%
accordance with the demands and needs of vocational teachers
6. Lazy because the certificate of expertise is not important for the teacher 2%

Table 5 shows that the constraints experienced by teachers to take the skills competency
test are: (1) do not know where and how to take the relevant competency skills test, which is
60%, (2) the cost of competency testing is too expensive (58%), (3) it is difficult to get a
credible certification body (33%), (4) not mandatory for the goverment to have an expertise
certificate (23%), (5) certification schemes and the level of expertise available is not in
accordance with the demands and needs of teachers ( 16%), and (6) lazy because the certificate
of expertise is not important for the teacher (2%). The factor of teacher ignorance and the cost
of competency testing is the dominant obstacle experienced by teachers in competency testing.
Another constraint that needs to be considered is that it is difficult to get a credible certification
body, not required by the government, and certification schemes that are not in accordance
with the demands and needs of vocational school teachers. The obstacles experienced by these

14
teachers need to be found the best solution so that the teachers can take the competency test
and succeed in having a certificate of expertise.

4.5 Weaknesses of the expertise competency test followed by teachers

The responses of teachers/prospective teachers about the weaknesses of the competency tests
that are followed by teachers have been summarized in table 6 below.

Table 6: Weaknesses in the expertises competency test followed by teachers

No. Weaknesses type Percentage

1. Expensive expertise competency test costs 77%
2. There is no specific certification scheme for vocational teachers 68%
3. The mechanism of competency testing is less clear 52%
4. The competency test material tested is less comprehensive 51%
5. Assessor competency has not involved various elements 37%
6. Inadequate place of competency test 34%
7. The competency level tested is not suitable for teachers 32%
8. The competency test organizer has not involved various related elements 27%
9. Competency leveling has not referred to the IQF (KKNI) 18%
The assessment method is not in accordance with the characteristics of
10. 16%
competence

Table 6 show that there are ten weaknesses in the implementation of competency tests
that have been available so far according to the assessment of teachers of PPG participants.
The list of the ten weaknesses is presented sequentially from the top is the biggest and the
bottom one is the smallest percentage. Of the ten weaknesses, there are 4 (four) weaknesses
that need attention because they are valued at more than half of the respondents. The four
weaknesses are: (1) expensive competency test costs (77%), (2) there is no specific certification
scheme for vocational teachers (68%), (3) unclear competency test mechanisms (52%), and (4)
competency test material that is less comprehensive (51%). These weaknesses need to be
addressed by relevant stakeholders so that the implementation of the competency test can be
better and the teachers can take the competency test properly in accordance with the
expectations and needs of the teacher.

4.6 Teacher's opinions about characteristic of expected competency test model

Teachers are asked for opinions on the expected expertise competency test model or system.
The responses of the teachers are described and summarized as in Table 7 below.

Table 7: Teacher's opinions about characteristic of expected the competency test model

No. Characteristic of Expected competency test model Percentage

It is necessary to develop a special certification scheme for Electrical
1. Installation Vocational Teachers that is comprehensive in accordance with 88%
the demands and needs of teachers
2. Competency test financed by the government 85%
3. Clear competency test mechanism 75%
4. Competency test material adapted to teacher demands and needs 73%
5. Affordable (cheap) competency test fees 67%
6. Adequate competency test place 66%
7. The tested competency level is adjusted to the level for vocational teachers 64%
8. Competency level refers to the IQF (KKNI) 60%

15
 The assessor element involves various related parties (academics, industry
9. 60%
practitioners, and professional associations)
The competency test organizer involves various related parties (LPTK,
10. 58%
professional associations, BNSP, relevant ministries)
Using various assessment methods that are in accordance with the
11. 51%
competency characteristics tested

Table 7 shows the teacher's opinions about the characteristic of expected expertise
competency test model. There are eleven aspects of the teacher's opinion about the
characteristics of expected competency test model which is presented in a sequence from
above, which is the most percentage, and the lowest is the least percentage. The first, need to
develop a certification scheme specifically for vocational teachers, namely the technical
competency of electrical installation, which is comprehensive and in accordance with the
demands and needs of the Electrical Installation Vocational School Teachers (88%). The
second, teachers hope that the expertise competency test will be funded by the government
(85%). The third, a clearer competency test mechanism (75%) starting from the registration
process until the implementation of the competency test. The fourth, the competency test
material is adjusted to the demands and needs of vocational teachers (73%). The fifth to
eleventh expectations are: cheaper and more affordable competency test, adequate competency
test place, competency level tested according to teacher level, referring to the IQF (KKNI), the
assessor element involves various parties (academics, industry practitioners, and professional
associations), the organizer of the competency test involves various related parties (LPTK,
professional associations, BNSP, and relevant ministries), and uses various assessment
methods tailored to the measured competency characteristics. The expectations of these
teachers need to be followed up by relevant stakeholders so that a better model or competency
test system can be obtained according to the expectations of the teachers.

4.7 Types of assessment used in the expertise competency test

The opinions of the teachers about the type of assessment used in the skills competency test
are described and summarized in table 8 below.

Table 8: Types of assessment used in the expertise competency test

No. Type of assessment Percentage

1. Practice test (performance) 95%
2. Written Test 90%
3. Oral tests (interviews) 80%
4. Case study papers / reports and presentations 68%
5. Portfolio 37%
6. Self-assessment 36%

Table 8 displays the six types of assessments used in the skills competency test which
are presented in sequence from the top are the largest and the bottom is the smallest percentage.
The six types of assessments are: (1) practice tests (performance) of 95%, (2) written tests
(90%), oral tests (80%), (3) papers/reports and case study presentations (68%), portfolio (37%),
and self-assessment (36%). Various types of assessments can be used together tailored to the
types and characteristics of competencies to be measured so that the results of a valid and
reliable assessment are obtained.

16
4.8 Tested essential competency units

Teachers were asked for opinions on the essential competency units tested in the competency
test of the electric power utilization installation expertise that was in accordance with the needs
and demands of the vocational teacher in the early stages. The results of the teacher's opinions
are summarized and presented in the following table 9.

Table 9: Tested essential competency units

No. Competency unit name Percentage

1. Planning a simple home electrical installation 90%
2. Installing simple home electrical installations 89%
3. Installing small industrial building electrical installations 89%
4. Operating conecting board (PHB) building of electrical installations 88%
5. Inspecting of building electrical installations 84%
6. Maintaining building electrical installations 89%
7. Analyzing the results of electrical installation inspection 85%

Table 9 displays the opinions of teachers about essential unit competencies that are in
accordance with the needs and demands of Electrical Installation teachers to be tested in the
electrical installation competency teacher competency test at an early stage. There are 7
competency units chosen based on the ones most chosen by respondents with regard to
representing each sub-field of the utilization of electricity (planning, installing, operating,
inspecting, maintaining), representing the scope of electricity utilization installation (simple
home, building, and industrial installations). In addition, also pay attention to the level of
competence that is in accordance with the level of the teacher, which is not only involving hand
skills, but also involves thinking skills (analyzing). The seven competency units are: (1)
planning simple home electrical installations, (2) installing simple home electrical installations,
(3) installing small industrial building electrical installations, (4) operating connecting boards
(PHB) for building electrical installations, (5) inspecting building electrical installations, (6)
maintaining building electrical installations, and (7) analyzing the results of electrical
installation inspection.

5. DISCUSSION

The results of the study show that the percentage of teacher/candidate teacher of PPG
participants of Electric Power Expertise Programs in 2018 who have relevant expertise
certificates and are still valid are still few, which is only around 20%. Even though almost all
vocational teachers think that vocational teachers should have a certificate of expertise (97%)
and wish to take the skills competency test (96%). With such conditions is a very irony.
Teachers are required to be able to teach, guide, and train vocational students to have
competencies that are in accordance with the demands of the world of work. How can it be
possible to form competent students in accordance with the demands of the world of work if
the teachers do not have competencies that are in accordance with the demands of the world of
work as evidenced by ownership of an expertise certificate. This condition is also very
contradictory to the argument or Prosser Theorem number 6 which stated that vocational
education will be effective if the teacher and instructor are experienced in the field of work
taught and able to transferred to students (Prosser & Quigley, 1950). Therefore, it is the duty
of the vocational secondary school stakeholders to think about and take action to overcome the
problem of the lack of teachers who have certificates of expertise by making policies and
programs related to certification of expertise for productive vocational teachers. For example,

17
at the policy level, which makes ownership of competency expertise and experience in the field
of work become one of the standards of productive Vocational educators (teachers) or includes
clauses on the obligation of ownership of competency certificates in Laws or Regulations
governing teachers. At the level of the program, namely by including an expertise certification
program for productive vocational school teachers, it becomes a priority program for the
development of educators and education staff in vocational schools.

The results of the study also show that teachers / prospective teachers take the
competency test in the electricity field at various certification institutions. There are three
competent institutions that are authorized to issue competency certificates in the electricity
sector, namely BNSP, Ministry of Energy and Mineral Resources (ESDM), and LPJK of the
Ministry of Public Works and Public Housing (PUPR). The three competent authorities have
their own peculiarities. Therefore, to the stakeholders of Vocational School to collaborate and
involve the three competent authorities to implement and accelerate the competency test of
expertise of the productive vocational school teachers in the electricity expertise program.

Data also shows that the conditions of Electrical Installation Vocational Teachers who
have competency certificates are still small (20%), while the idealism of Electrical Installation
Vocational Teachers about the urgency of ownership of competency certificates and their
desire to take competency tests is very large, namely 97% and 96%. It turns out that idealism
and a great desire to take the competency test and have an expertise certificate are not in
accordance with the conditions of teachers who still have little expertise certificates. This is
caused by several things, namely: the constraints experienced by vocational teachers to take
part in the competency test and the weaknesses in the implementation of the current
competency test. The constraints experienced by the Electrical Installation Vocational
Teachers in participating in the expertise competency test are as follows: (1) the teachers do
not know where and how to take the relevant competency tests, (2) the cost of the competency
test is too expensive, (3) it is difficult to get a credible certification institution, (4) it is not
mandatory for the government to have a certificate of expertise, (5) certification schemes and
existing competency levels are not in accordance with the needs of vocational school teachers.
To overcome these constraints, it is suggested to the relevant stakeholders to take steps to
overcome these constraints. The government in this case the Directorate of Vocational
Development in order to make the expertise competency certification program for productive
vocational teachers by cooperating with competent authorities (BNSP, Ministry of Energy and
Mineral Resources Ministry, LPSK of Ministry of Public Works and Public Housing (PUPR),
etc.) funded by the government and socializing to vocational teachers.

The results of the study indicate that there are still weaknesses or rather lack of
conformity in the current competency test with the needs and demands of the Electrical
Installation Vocational Teachers. Some of the weaknesses or lack of conformity are: (1) the
cost is expensive, (2) there is no specific certification scheme for vocational teachers, (3)
unclear mechanism, (4) less comprehensive test material, and (5) competency certification
components which needs to be improved, such as: assessors, competency test places,
organizers, and assessment methods. Based on these weaknesses the teachers propose their
expectations about a better competency test model or system. The expected competency test
models are as follows: (1) need to be developed a special certification scheme for electrical
installation vocational teachers that is comprehensive and in accordance with the demands and
needs of teachers, (2) make certification of expertise competency into programs and
government funding, (3) competency testing mechanism more clearly, (4) competency test

18
material tailored to the demands and needs of the teacher, (5) the cost of an affordable
competency test, and (6) the components of other competency test systems are improved, such
as: assessors, competency test places, organizers, and assessment method. Based on the
weaknesses of the current competency test and the opinions of respondents about the expected
competency test, it can be used as a reference by academics and stakeholders to develop an
expertise competency test of productive vocational teacher, especially electrical installation
expertise competencies, which are better suited to the demands and needs of vocational teacher.
Developing an expertise competency test model or system is by developing a model component
of the competency test. According to Mapiliandari (2014), the certification system component
consists of 7 components, namely: participants and their requirements, competency standards
used, certification schemes, competency test material, place of competency testing, assessors,
and competency test processes or mechanisms. All components of the competency certification
need to be developed to suit the demands and needs of the electrical installation vocational
teachers.

The teacher's opinion on the assessment method in the competency test as summarized
in Table 8 can be used as a reference material to develop competency testing instruments and
certification schemes that are expected to be in accordance with the demands and needs of the
vocational teacher. Assessment methods that can be used for expertise competency tests are as
follows: practice or performance tests, written tests, oral tests, reports /papers and presentation
of case studies, portfolios and self-assessments. Developing competency testing devices is
done by combining various assessment methods that are tailored to the competency
characteristics to be measured in order to obtain a valid and reliable competency test device.
The use of various assessment methods in the competency test is known as integrated
assessment or holistic assessment. Integrated assessment is an assessment of several
dimensions of competency in both skill, knowledge, and attitudes into one assessment activity
by combining various assessment methods so that they can reflect more closely on actual work
activities (BNSP, 2014).

The list of competency units listed in table 8 are essential competency units selected by
the teachers adjusted to the demands and needs of electrical installation teacher in accordance
with the Core Competencies and Basic Competencies of 2013 Vocational School Curriculum
that must be taught to students of the vocational school of the electrical installation expertise
competency. These competency units are taken from the Indonesian National Work
Competency Standards (SKKNI) and the Electricity Engineering Personnel Competency
Standards (SKTTK) by taking into account various subfields, scope, and competency levels that
are in accordance with the demands and needs of the electrical installation vocational school
teachers. These competency units are then packaged into a certification scheme and used as a
reference in the competency test. A certification scheme is the packaging of competency units
and specific certification requirements related to the professional categories or competencies
determined using the same standard and specific rules and procedures (BNSP: 2014). In other
words, the certification scheme is a product of competency certification. Packaging
competency units can be done in clusters, according to occupational occupation, and according
to national qualifications. The competency units in this certification scheme will be tested in
the competency test.

19
6. CONCLUSION

Based on the results of the analysis and discussion, it can be concluded as follows. First, the
electrical installation vocational teacher/teacher candidate who have a relevant expertise
certificate and is still valid is only a little, i.e. only 20%, almost all teacher/teacher candidates
agree that productive vocational school teachers must have a certificate of expertise and wish
to take expertise competency tests, which are 97% and 96% respectively. Secondly,
teacher/teacher candidates take the competency test of expertise in certification bodies under
the auspices of BNSP (61%), Ministry of Energy and Mineral Resources (28%) and LPJK
Ministry of PUPR (11%). Third, the constraints experienced by teacher/teacher candidate to
take the skills competency test are: do not know where and how to take competency tests,
expensive fees, difficult to obtain a credible certification institution, not mandatory by the
government, certification schemes and competency levels that are not in accordance with
teacher's demands and needs. Fourth, the current competency test is not in accordance with the
needs and demands of electrical installation vocational teachers namely: expensive, there is no
specific certification scheme for electrical installation vocational teachers, unclear
mechanisms, less comprehensive competency test material, and assessors, place of competency
test, and assessment method are inadequite. Fifth, the charachteristics of the expected expertise
competency test model are: a certification scheme that is specifically for productive teachers
of electrical installation expertise competencies that are in accordance with the needs and
demands of vocational teachers, funded by the government, clear competency test mechanisms,
comprehensive competency test material, adequate assessors and place of competency test, and
use integrated assessment methods. Sixth, the competency units tested in the competency test
of expertise that is in accordance with the needs and demands of vocational teachers are:
planning, installing simple home electrical installations, installing small industrial electrical
installations, operating, maintaining, and inspecting building electrical installations, and
analyzing the inspection results of electricity installation.

7. SUGGESTIONS

Based on the results of this study it is recommended to experts, academics in the field of
education, business and industry, teacher certification consortium, universities, BNSP,
professional associations, state-owned enterprises, local governments, relevant ministries to
contribute to improving the competency and professionalism of electrical installation expertise
competency of vocatioanl teachers through skill competency testing by carrying out the
following steps. First, develop a competency test model of expertise for vocational teachers of
electrical installation, which is in accordance with the needs and demands of electrical
installation vocational teachers with cooperation between relevant stakeholders. Secondly, the
government must program the competency test of expertise for all productive vocational
teacher/teacher candidates to obtain expertise certificates in stages by cooperating with and
involving competent authorities (BNSP, Ministry of Energy and Mineral Resources, LPJK of
Ministry of PUPR, etc.). Third, integrating the expertise competency test in the implementation
of PPG for productive vocational teacher candidates so that at the end of the PPG, participants
will take the educator's competency test and expertise competency test and will get two
certificates, namely an educator's certificate and expertise certificate.

20
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