The Assessment of Fit Data Model Feasibility of the Teachers’ Pedagogic Competency Variables

Abstract

This study examines the relationship among the variables that affect the pedagogic competence of Islamic education teachers in Gorontalo. These consist of effective classroom management, effective teaching practices, technology skills, and effective assessment variables. Furthermore, the respondents in this study are 320 Islamic religious education teachers selected by a cluster sampling technique. Here in after, the data were analyzed using a structural equation modeling (SEM) approach due to the implementation of multivariate analysis of the relationship among variables with the help of LISREL in order to describe the structural model. The results indicated that not all relationships among variables possessed a positive and significant influence on Islamic religious teachers’ pedagogic competence. In addition, this study showed only three relationships among the latent variables that have a positive and significant effect on teachers pedagogical competence, namely effective classroom management (A) to effective teaching practice (B) with a Tvalue of 5.37, effective classroom management (A) to technological skills (C) with a T-value of 4.10, and effective teaching practice (B) to technology skill (C) with a T-value of 2.55. Thus, teachers’ pedagogical competence plays a significant role in achieving successful learning by considering to link one variable to another.