The Importance of Justice and Transparency in the Certification Process

Oct 13, 2025 by vinooalluri.com 7 views

Portfolio-based Teacher Certification Juridical Analysis: Examining Justice and Professionalism

Introduction

Teachers play a vital role in shaping the future of a nation by educating the next generation of quality, noble character, and mastering science, technology, and art. To carry out this noble task, teachers need recognition of their professionalism, one of which is realized through certification. Portfolio-based teacher certification is one form of recognition aimed at improving the quality of national education. However, how is the regulation of this teacher certification in statutory regulations and how is its application in the field? This article will discuss the juridical analysis of portfolio-based teacher certification with a focus on its implementation at the North Sumatra Province Education Quality Assurance Institute.

Portfolio-based Teacher Certification Legal Basis

Portfolio-based teacher certification is regulated in various laws and regulations, including:

Law Number 20 of 2003 concerning the National Education System: Establishing a legal basis on education in Indonesia, including the role and qualifications of teachers. This law provides a framework for the education system in Indonesia, including the role of teachers in shaping the future of the nation.

Law Number 14 of 2005 concerning Teachers and Lecturers: Regulates Teacher Professionalism, including provisions regarding certification and teacher professional development. This law emphasizes the importance of teacher professionalism and provides guidelines for teacher certification and professional development.

Government Regulation Number 19 of 2005 concerning National Education Standards: Determining National Education Standards, including Teacher Competency Standards. This regulation sets the standards for teacher competency, which is essential for ensuring that teachers are equipped with the necessary skills and knowledge to educate the next generation.

Minister of National Education Regulation Number 18 of 2007 concerning Certification for Teachers in Position: Detailing the mechanism and requirements of portfolio-based teacher certification. This regulation provides a detailed framework for the certification process, including the requirements for teacher certification and the role of the Provincial Education Quality Assurance Institute (LPMP) in overseeing the certification process.

Decree of the Minister of National Education Number 022/P/2009 concerning the Establishment of Higher Education Organizers of Certification for Teachers in Position: Determine the Universities appointed as Teacher Certification Organizers. This decree designates universities as teacher certification organizers, which is essential for ensuring that the certification process is carried out fairly and transparently.

Implementation of Portfolio-based Teacher Certification in North Sumatra

In North Sumatra Province, the Provincial Education Quality Assurance Institute (LPMP) has an important role in the teacher certification process. Portfolio-based teacher certification assessments are carried out based on various aspects, including:

Academic qualifications: Assessing the formal education of the teacher. This aspect is essential for ensuring that teachers have the necessary qualifications to educate the next generation.

Education and Training: Seeing the history of training and professional development followed by teachers. This aspect is essential for ensuring that teachers are equipped with the necessary skills and knowledge to educate the next generation.

Teaching Experience: Assessing the Long and Quality of Teacher Teaching Experience. This aspect is essential for ensuring that teachers have the necessary experience to educate the next generation.

Learning Planning and Implementation: Assess the ability of teachers in designing and implementing teaching and learning processes. This aspect is essential for ensuring that teachers are equipped with the necessary skills and knowledge to educate the next generation.

Assessment of superiors and supervisors: Assessing teacher performance based on observations and evaluations from superiors and supervisors. This aspect is essential for ensuring that teachers are performing at a high level and are equipped with the necessary skills and knowledge to educate the next generation.

Academic Achievement: Assessing teacher academic achievements, for example scientific publications or appreciation. This aspect is essential for ensuring that teachers are equipped with the necessary skills and knowledge to educate the next generation.

Professional Development Work: Assessing the contribution of teachers in developing teaching professions, for example the development of teaching materials or learning models. This aspect is essential for ensuring that teachers are equipped with the necessary skills and knowledge to educate the next generation.

Participation in scientific forums: Assessing the activity of teachers in attending seminars, workshops, or scientific conferences. This aspect is essential for ensuring that teachers are equipped with the necessary skills and knowledge to educate the next generation.

Organizational experience in the field of education and social: Assessing teacher involvement in educational organizations or social organizations. This aspect is essential for ensuring that teachers are equipped with the necessary skills and knowledge to educate the next generation.

Awards relevant to the field of education: Assessing the award received by teachers relating to achievement in the field of education. This aspect is essential for ensuring that teachers are equipped with the necessary skills and knowledge to educate the next generation.

All of these aspects are documented by the teacher in the form of a portfolio, which is then assessed by the assessment team from the LPMP.

The Importance of Justice and Transparency in the Certification Process

Although portfolio-based teacher certification aims to improve the quality of education, the certification assessment process must be carried out honestly, fairly, and transparently. This is important to avoid the practice of "engineering" portfolio that can reduce the credibility of teacher certification. Teacher Certification Consortium (KSG) plays an important role in conducting sustainable supervision of teachers who have passed certification, so that their quality and professionalism is maintained.

Conclusion

Portfolio-based teacher certification is a positive step in improving teacher professionalism and the quality of education in Indonesia. However, the certification process must be carried out fairly, transparently, and based on concrete evidence. The role of the Provincial Education Quality Assurance Institute (LPMP) and the Teacher Certification Consortium (KSG) is very important in overseeing the certification process so that it runs in accordance with the rules and values of professionalism. Thus, teacher certification can be truly useful in improving the quality of education in Indonesia.

Recommendations

Based on the analysis of the juridical basis of portfolio-based teacher certification, the following recommendations are made:

Strengthen the regulation of portfolio-based teacher certification: The regulation of portfolio-based teacher certification must be strengthened to ensure that the certification process is carried out fairly and transparently.
Improve the assessment process: The assessment process must be improved to ensure that it is based on concrete evidence and is carried out fairly and transparently.
Increase the role of the Provincial Education Quality Assurance Institute (LPMP): The role of the LPMP must be increased to ensure that the certification process is carried out in accordance with the rules and values of professionalism.
Strengthen the role of the Teacher Certification Consortium (KSG): The role of the KSG must be strengthened to ensure that sustainable supervision of teachers who have passed certification is carried out.

By implementing these recommendations, portfolio-based teacher certification can be truly useful in improving the quality of education in Indonesia.
Portfolio-based Teacher Certification Juridical Analysis: Examining Justice and Professionalism

Q&A: Portfolio-based Teacher Certification Juridical Analysis

Q: What is portfolio-based teacher certification? A: Portfolio-based teacher certification is a form of recognition aimed at improving the quality of national education. It is a process where teachers document their professional development, teaching experience, and academic achievements in a portfolio, which is then assessed by the Provincial Education Quality Assurance Institute (LPMP) to determine their certification.

Q: What are the legal basis of portfolio-based teacher certification? A: The legal basis of portfolio-based teacher certification includes Law Number 20 of 2003 concerning the National Education System, Law Number 14 of 2005 concerning Teachers and Lecturers, Government Regulation Number 19 of 2005 concerning National Education Standards, Minister of National Education Regulation Number 18 of 2007 concerning Certification for Teachers in Position, and Decree of the Minister of National Education Number 022/P/2009 concerning the Establishment of Higher Education Organizers of Certification for Teachers in Position.

Q: What are the aspects that are assessed in portfolio-based teacher certification? A: The aspects that are assessed in portfolio-based teacher certification include academic qualifications, education and training, teaching experience, learning planning and implementation, assessment of superiors and supervisors, academic achievement, professional development work, participation in scientific forums, organizational experience in the field of education and social, and awards relevant to the field of education.

Q: Why is it important to have a fair and transparent certification process? A: It is essential to have a fair and transparent certification process to avoid the practice of "engineering" portfolio that can reduce the credibility of teacher certification. A fair and transparent certification process ensures that teachers are certified based on their actual skills and knowledge, rather than on artificial or fabricated evidence.

Q: What is the role of the Provincial Education Quality Assurance Institute (LPMP) in portfolio-based teacher certification? A: The LPMP plays a crucial role in overseeing the certification process to ensure that it is carried out fairly and transparently. The LPMP assesses the portfolios of teachers and determines their certification based on the evidence presented.

Q: What is the role of the Teacher Certification Consortium (KSG) in portfolio-based teacher certification? A: The KSG plays an important role in conducting sustainable supervision of teachers who have passed certification, ensuring that their quality and professionalism are maintained. The KSG also provides support and guidance to teachers to help them improve their skills and knowledge.

Q: What are the benefits of portfolio-based teacher certification? A: The benefits of portfolio-based teacher certification include improved teacher professionalism, improved quality of education, and increased credibility of teacher certification. Portfolio-based teacher certification also provides a fair and transparent process for certifying teachers, which helps to maintain the integrity of the education system.

Q: What are the challenges of portfolio-based teacher certification? A: The challenges of portfolio-based teacher certification include the need for a fair and transparent certification process, the need for a clear and consistent set of standards and criteria, and the need for adequate resources and support for teachers and the LPMP.

Q: How can portfolio-based teacher certification be improved? A: Portfolio-based teacher certification can be improved by strengthening the regulation of the certification process, improving the assessment process, increasing the role of the LPMP, and strengthening the role of the KSG. Additionally, providing adequate resources and support for teachers and the LPMP can also help to improve the certification process.

By understanding the legal basis, aspects, and benefits of portfolio-based teacher certification, as well as the challenges and ways to improve it, educators and policymakers can work together to create a fair and transparent certification process that supports the development of high-quality teachers and improves the quality of education in Indonesia.