Fit Model on Science Teacher Performance Variables on Students^ Science Learning Achievement with Structural Equation Modeling (SEM) Tuti Alawiyah (a), Burhanuddin Tola (b), Yuliatri Sastrawijaya (c)
a) Dramaga State High School, tuyahaz123[at]gmail.com
b) research and evaluation of education, State University of Jakarta, burhanuddin.tola[at]gmail.com
c) research and evaluation of education, State University of Jakarta, yuliatri_s[at]yahoo.com
Abstract
This study aims to determine the positive direct effect of teacher performance on students^ science learning achievement. This research includes quantitative research with the data used is the data of Trends International Mathematics and science study (TIMSS) 2011 grade eight from the database of the Education Assessment Center, Research and Development Agency of the Ministry of Education and Culture of Indonesia. The population in this study were all Indonesian students who took part in the 2011 TIMSS survey. Population research. In the 2011 TIMSS survey, Indonesia involved 5795 students and 259 teachers in Indonesia who teach science from 153 schools in junior high schools or equivalent. The data collection technique used was documentation. Data analysis using Structural Equation Modeling (SEM) with lisrel 9.1. The results of the study show that: (1) there are variables that make up the teacher performance variable, (2) there is a direct positive influence between the teacher performance variable and the student^s scientific achievement variable including the cognitive domains knowing,applying and reasoning. Thus, a fit model was obtained between the teacher performance variables as the latent variable on the students^ science learning achievement variables and there was a direct positive effect between the teacher performance variables on students^ science learning achievement.
