The main purpose of this study is to analyze the influence of science teachers’ competencies on students’ achievement in science national exam based on school locations (urban, rural, and remote area) and school types (government and private schools) in Banten Province, Indonesia. This study fully based on the existing data from Information Center in Educational Quality Assurance Institution (EQAI) in Banten Province. Data consisted of: (1) Average scores from science teachers’ competency test within school in 2015 (pedagogic and professional competence scores); (2) Average scores of student achievement in science national exam 2015 within school in Banten Province, Indonesia. Those data then ordered based on types of schools (government and private schools) and locations of schools (urban, rural and remote area). Total numbers of schools for this study are 714. Data were analyzed through SPSS version 20 software. Researcher used independent sample T-test, ANOVA, correlation and multiple regression to investigate the influence of science teacher competencies on students’ achievement in science national exam based on school types and school location. The results showed that government’s schools most likely have higher scores in science national exam than private schools; schools in urban area was most likely have higher average scores in science national exam than schools in remote area, meanwhile there were no differences in student achievement both in rural and remote areas. There was no significant positive correlation between student achievement (M=54.02, SD and pedagogic competence in urban area, r= .076, as well as remote area (r= .062). Small positive correlation was given by relationship between student achievement (M=36.11, SD=2.19) and teachers’ pedagogic competence (M=49.56, SD=9.47) in rural area, r= .225. The relationship between student achievement (M=57.46, SD=12.98) and teachers’ professional competence in urban area was small positive correlation, r= .222, meanwhile in rural area was moderate positive correlation. In contrast, remote area was giving no significant correlation between student achievement and teachers competence, r= .190. A hierarchical multiple regression analysis showed that the linear combination of teacher professional, school location in remote area and school type was significantly related to Student Achievement The unique contribution to explain student achievement for remote area, school type, and teacher’s professional competence are 13.5 %, 2.8 %, 3.1% respectively.
Key Words: science, national exam, teachers, competence, schools, location, type.
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