PENGARUH LATAR BELAKANG PENDIDIKAN DAN CARA MENGAJAR TERHADAP KOMPETENSI PROFESIONAL GURU RA DI KECAMATAN KLEGO KABUPATEN BOYOLALI

Qothrunnada Salsabila, NIM.: 19104030019 (2026) PENGARUH LATAR BELAKANG PENDIDIKAN DAN CARA MENGAJAR TERHADAP KOMPETENSI PROFESIONAL GURU RA DI KECAMATAN KLEGO KABUPATEN BOYOLALI. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Early Childhood Education (ECE) is an important stage of child development; therefore, teachers' professional competence is a crucial factor in determining the quality of learning. This study aims to examine the influence of educational background and teaching practices on the professional competence of RA teachers in Boyolali Regency, both partially and simultaneously. This study employed a quantitative approach with an associative research design. The population consisted of 34 teachers from 12 RA institutions in Klego District, and the entire population was selected as the sample using total sampling. Data were collected through a Likert-scale questionnaire and analyzed using SPSS through validity and reliability tests and multiple linear regression analysis. The results showed that educational background had a positive and statistically significant predictive relationship with teachers' professional competence score, with a regression coefficient of 0.485, a t-value of 3.539, and a significance value of 0.001. Teaching practices also had a positive and statistically significant predictive relationship, with a regression coefficient of 0.368, a t-value of 3.089, and a significance value of 0.004. Simultaneously, educational background and teaching practices were significant predictors in the model, with an F-value of 17.635 and a significance value of <0.001. The R Square value of 0.532 indicates that the model explains 53.2% of the variation in teachers' professional competence score. Because this study used a cross-sectional design and its main measures relied on self-report, these results are interpreted as statistical predictive relationships and not as evidence of a causal relationship. Thus, H1, H2, and H3 were accepted. The findings indicate that improving teachers' professional competence requires strengthening academic qualifications and continuously developing effective teaching practices.

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