Coercive, Mimetic, and Normative Isomorphism Studies on the Implementation of Teacher Certification Policies in Indonesia

Yulia Gita Fany

doi:10.23887/ijssb.v6i1.42609

Authors

Yulia Gita Fany University of Indonesia

DOI:

https://doi.org/10.23887/ijssb.v6i1.42609

Keywords:

isomorphism, coercive, normative, mimetic, teacher certification

Abstract

Penelitian ini bertujuan untuk menganalisis kebijakan sertifikasi guru dengan menggunakan teori isomorfisme institusional yang dipopulerkan oleh DiMaggio dan Powel sebagai teori sosiologi organisasi, dimana teori ini menjelaskan mekanisme perubahan yang terjadi dalam suatu institusi/entitas menuju pada kondisi yang homogen. Penelitian ini merupakan penelitian deskriptif kualitatif dengan memanfaatkan studi literatur terkait isomorfisme kelembagaan dan sertifikasi guru serta narasi kelembagaan berupa peraturan pemerintah, peraturan kementerian, petunjuk teknis, serta pedoman pelaksanaan pelaksanaan program sertifikasi guru sejak awal, yaitu pada tahun 2006. Dari hasil analisis studi pustaka, kajian terhadap berbagai aturan dan pedoman pelaksanaan serta hasil pengamatan penulis, ditemukan bahwa pelaksanaan program sertifikasi guru telah mengalami beberapa kali perubahan kebijakan. yang mengakibatkan perubahan pola sertifikasi guru di LPTK/Perguruan Tinggi. Dari sudut pandang isomorfisme, intervensi yang pada akhirnya mengarah pada perubahan kebijakan dan pola sertifikasi guru dapat diidentifikasi sebagai tekanan koersif yang berasal dari regulasi struktural, tekanan normatif yang berasal dari intervensi profesional seperti keterlibatan akademisi dalam pembuatan kebijakan, serta mimesis didorong oleh keinginan untuk menjadi seperti entitas lain yang dianggap berhasil yang dalam hal ini tercermin dari pelaksanaan sertifikasi profesi kedokteran.

References

Abdullah, A., Akbar, M., Suryadi, & Sundari. (2020). Profile of academic competency of biological teachers certified in teacher certification program on north maluku province. Journal of Physics, 1521(4), 42037. https://doi.org/10.1088/1742-6596/1521/4/042037. DOI: https://doi.org/10.1088/1742-6596/1521/4/042037

Anafinova, S. (2020). The role of rankings in higher education policy: Coercive and normative isomorphism in kazakhstani higher education. International Journal of Educational Development, 78, 102246–102246. https://doi.org/10.1016/j.ijedudev.2020.102246. DOI: https://doi.org/10.1016/j.ijedudev.2020.102246

Ardana, I. P., Yudana, I. M., & Divayana, D. G. H. (2020). Kontribusi Sertifikasi Guru, Motivasi Kerja Dan Supervisi Akademik Kepala Sekolah Terhadap Kinerja Guru. Jurnal Administrasi Pendidikan Indonesia, 11(1), 42–53. https://doi.org/10.23887/japi.v11i1.3330. DOI: https://doi.org/10.23887/japi.v11i1.3349

Arikunto, S. (2013). Prosedur Penelitian Suatu Pendekatan Praktek. RINEKA CIPTA.

Asiah, N. (2017). Analisis kemampuan praktik strategi pembelajaran aktif ( active learning ) mahasiswa PGMI Fakultas Tarbiyah dan Keguruan IAIN Raden Intan Lampung. Jurnal Pendidikan Dan Pembelajaran Dasar, 4(1), 20–33.

Caplan, R., & Boyd, D. (2018). Isomorphism through algorithms: Institutional dependencies in the case of Facebook. Big Data & Society, 5(1), 2053951718757253. https://doi.org/10.1177%2F2053951718757253. DOI: https://doi.org/10.1177/2053951718757253

DiMaggio, P. J., & Powell, W. W. (1983). The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields. American Sociological Review, 48(2), 147–160. https://doi.org/10.2307/2095101. DOI: https://doi.org/10.2307/2095101

Gultom, E. (2021). The Effect of Working From Home on The Productivity of Female Lecturers During Covid-19 Pandemic At Private Universities In Indonesia. ADPEBI International Journal of Business and Social Science, 1(1), 53–63. https://doi.org/10.54099/aijbs.v1i1.37. DOI: https://doi.org/10.54099/aijbs.v1i1.37

Isnawati, Jalinus, N., & Risfendra. (2020). Analisis kemampuan pedagogi guru smk yang sedang mengambil pendidikan profesi guru dengan metode deskriptif kuantatif dan metode kualitatif. Jurnal Inovasi Vokasi Dan Teknologi, 20(1). https://doi.org/10.24036/invotek.v20i1.652. DOI: https://doi.org/10.24036/invotek.v20i1.652

Kartini, D., & Kristiawan, M. (2019). Pengaruh Tunjangan Profesi dan Motivasi Kerja Terhadap Kinerja Guru. Kelola: Jurnal Manajemen Pendidikan, 6(1), 25–33. https://doi.org/10.24246/j.jk.2019.v6.i1.p25-33. DOI: https://doi.org/10.24246/j.jk.2019.v6.i1.p25-33

Kartowagiran, B. (2011). Kinerja guru profesional (guru pasca sertifikasi). Cakrawala Pendidikan, 30(3), 463–473. https://doi.org/10.21831/cp.v3i3.4208. DOI: https://doi.org/10.21831/cp.v3i3.4208

Kezar, A., & Bernstein-Sierra, S. (2019). Examining processes of normative isomorphism and influence in scaled change among higher education intermediary organizations. AERA Open, 5(4). https://doi.org/10.1177/2332858419884905. DOI: https://doi.org/10.1177/2332858419884905

Kusumawardhani, P. N. (2017). Does teacher certification program lead to better quality teachers?: Evidence from indonesia. Education Economics, 25(6), 590–618. https://doi.org/10.1080/09645292.2017.1329405. DOI: https://doi.org/10.1080/09645292.2017.1329405

LeTendre, G. K., Baker, D. P., Akiba, M., Goesling, B., & Wiseman, A. (2001). Teachers’ work: Institutional isomorphism and cultural variation in the U.S., germany, and japan. Educational Researcher, 30(6), 3–15. https://doi.org/10.3102/0013189X030006003. DOI: https://doi.org/10.3102/0013189X030006003

Lubis, M. (2020). Peran Guru Pada Era Pendidikan 4.0. EDUKA: Jurnal Pendidikan, Hukum, Dan Bisnis, 4(2). https://doi.org/10.32493/eduka.v4i2.4264. DOI: https://doi.org/10.32493/eduka.v4i2.4264

Martínez-Ferrero, J., & García-Sánchez, I. M. (2017). Coercive, normative and mimetic isomorphism as determinants of the voluntary assurance of sustainability reports. International Business Review, 26(1), 102–118. https://doi.org/10.1016/j.ibusrev.2016.05.009. DOI: https://doi.org/10.1016/j.ibusrev.2016.05.009

Muhammaditya, N., & Hardjosoekarto, S. (2021). Divergensi Transformasi Digital Pengelolaan Bank Soal Menghadapi Era Masyarakat 5.0. Jurnal Pendidikan Dan Kebudayaan, 6(1), 54–77. https://doi.org/10.24832/jpnk.v6i1.1893. DOI: https://doi.org/10.24832/jpnk.v6i1.1893

Muhammaditya, N., Hardjosoekarto, S., Herwantoko, O., Fany, Y. G., & Subangun, M. I. (2021). Institutional divergence of digital item bank management in bureaucratic hybridization: An application of SSM based multi-method. Systemic Practice and Action Research, 2021(November). https://doi.org/10.1007/s11213-021-09579-4. DOI: https://doi.org/10.1007/s11213-021-09579-4

Nurchim, N. (2016). Analisis Tekanan Isomorfis pada Organisasi SMA/SMK dalam Adopsi Teknologi Informasi dan Komunikasi. DutaCom, 11(1), 55–67. http://ojs.udb.ac.id/index.php/dutacom/article/view/531.

Nurhattati, Matin, Buchdadi, A. D., & Yusuf, C. F. (2020). Teacher certification in indonesia: An education policy analysis. Universal Journal of Educational Research, 8(5), 1719–1730. https://doi.org/10.13189/ujer.2020.080508. DOI: https://doi.org/10.13189/ujer.2020.080508

Puttick, S. (2017). “you’ll see that everywhere”: Institutional isomorphism in secondary school subject departments. School Leadership & Management, 37(1–2), 61–79. https://doi.org/10.1080/13632434.2017.1293633. DOI: https://doi.org/10.1080/13632434.2017.1293633

Ramberg, M. R. (2014). Teacher change in an era of neo-liberal policies: a neo-institutional analysis of teachers’ perceptions of their professional change. European Educational Research Journal, 13(3), 360–379. https://doi.org/10.2304%2Feerj.2014.13.3.360. DOI: https://doi.org/10.2304/eerj.2014.13.3.361

Ramdhani, M. R., Hadiwiyono, V., & Hakim, L. (2018). Dampak sertifikasi guru terhadap perilaku sosial dan ekonomi guru di kabupaten ngawi. Ekuitas: Jurnal Ekonomi Dan Keuangan, 2(1), 108–129. https://doi.org/10.24034/j25485024.y2018.v2.i1.3914. DOI: https://doi.org/10.24034/j25485024.y2018.v2.i1.3914

Risdiany, H. (2021). Pengembangan Profesionalisme Guru Dalam Mewujudkan Kualitas Pendidikan di Indonesia. AL-HIKMAH (Jurnal Pendidikan Dan Pendidikan Agama Islam), 3(2), 194–202. http://www.ejournal.uniks.ac.id/index.php/Alhikmah/article/view/1236. DOI: https://doi.org/10.31004/edukatif.v3i3.434

Sholihah, M., Ratnasari, K., Permatasari, Y. D., Muawanah, U., & Fajri, A. N. F. (2020). The policy of educators’ certification : An effort to improve quality, qualification, and teachers’ competence. IOP Conference Series. Earth and Environmental Science, 485(1), 12130. https://doi.org/10.1088/1755-1315/485/1/012130. DOI: https://doi.org/10.1088/1755-1315/485/1/012130

Singh, C. K. S., Moneyam, S., Abdullah, N. Y., & Ismail, M. R. (2020). Rethinking english language teaching through Telegram, Whatsapp, Google Classroom and Zoom. Sys Rev Pharm, 11(1), 45–54. http://www.sysrevpharm.org/?mno=134646.

Sofyani, H., & Akbar, R. (2015). Hubungan karakteristik pegawai pemerintah daerah dan implementasi sistem pengukuran kinerja: Perspektif ismorfisma institusional. Jurnal Akuntansi & Auditing Indonesia, 19(2), 153–173. https://doi.org/10.20885/jaai.vol19.iss2.art6. DOI: https://doi.org/10.20885/jaai.vol19.iss2.art6

Sugiyono. (2014). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Alfabeta.

Sunarto, K. (2004). Pengantar Sosiologi. Lembaga Penerbit Fakultas Ekonomi Universitas Indonesia.

Sutopo, E. Y., & Slamet, A. (2017). Statistik Inferensial. Penerbit Andi.

Suwendra, I. W. (2018). Metodologi penelitian kualitatif dalam ilmu sosial, pendidikan, kebudayaan, dan keagamaan. Nilacakra.

Tjabolo, S. A., & Herwin. (2020). The influence of teacher certification on the performance of elementary school teachers in gorontalo province, indonesia. International Journal of Instruction, 13(4), 347–360. https://doi.org/10.1088/1742-6596/1521/4/042037. DOI: https://doi.org/10.29333/iji.2020.13422a

Zapp, M., & Ramirez, F. O. (2019). Beyond internationalisation and isomorphism–the construction of a global higher education regime. Comparative Education, 55(4), 473–493. https://doi.org/10.1080/03050068.2019.1638103. DOI: https://doi.org/10.1080/03050068.2019.1638103

Zein, S. (2017). The Pedagogy of Teaching English to Young Learners: Implications for Teacher Education. Indonesian Journal of English Language Teaching, 12(1), 61–77. https://doi.org/10.25170/ijelt.v12i1.847. DOI: https://doi.org/10.25170/ijelt.v12i1.1469