The Use of Importance-performance Analysis in Evaluating the Teachers’ Professional Development Program Prawidi Wisnu Subroto 1 , Burhanuddin Tola 2 , A. Suhaenah Suparno 2 1 Universitas Muhammadiyah Tangerang, Jl. Perintis Kemerdekaan I/33 Cikokol, Tangerang, Indonesia 2 Universitas Negeri Jakarta, Jl. Pemuda No. 10 Rawamangun, Jakarta Timur, Indonesia Keywords: Program Structure, Administrator’s Readiness, Teacher’s Needs, Values & Motivation, Institutional Support Abstract: This research aims at analysing the perceptions of Math teachers to teachers’ professional development in the Subject Teacher Forum (STF), consisting of five indicators, namely: 1) program structure, 2) administrator’s readiness, 3) teacher’s needs, 4) values & motivation, and 5) institutional support. The approach used is a descriptive quantitative. The data was collected by using questionnaire with a Likert scale. The respondents are 40 Math teachers. This research population is participants of Math’s STF in Junior High School in the region of Tangerang, Indonesia. The data analysis employs the Importance- Performance Analysis (IPA) tools. The research result shows that program structure, administrator’s readiness, and institutional support are in the High Importance category, whereas teacher’s needs as well as values & motivation belong to the category of Low Importance. Moreover, the actual performance for program structure and values & motivation are revealed in the categories of High Performance, while the administrator’s readiness, teacher’s needs, as well as institutional support are in the categories of Low Performance. The top priority attributes that need to be fixed in accordance to IPA quadrant map are learning models’ simulation, study of learning device, program and activity’s budget, availability of media/activity aids and appreciation/recognition of teacher’s performance. 1 INTRODUCTION A teacher is considered as a primary element and has an important role in creating a quality of education. Hence, teacher is expected to increase his/her capacity continuously so that he/she is able to become a professional educator. Teahers’ competencies comprise of competencies of pedagogical, personality, social, and professional obtained through professional education (Undang- Undang RI No. 14 pasal 10 ayat 1, 2005). Teacher’s competency standards are fully developed from four main competencies, that is, pedagogic, personality, professional and social. Those four competencies are integrated in the teacher’s performance (Permendiknas No. 16, 2007). A good teacher’s performance determines a good learning process (Hadi, Tukiran & Yuwono, 2009). Nationally, as far as it is concerned, teacher’s competency still needs attention and improvement, particularly in the aspects of pedagogic and professional. These are reflected from the result of Teacher’s Competency Test which is carried out in a written form that has not shown the conformity with the teacher’s performance in the field (Jumadi, Prasetyo & Wilujeng, 2013). Most of the teachers who have passed the teacher’s certification and have professional allowance as a professional teacher are not yet considered as good teachers (Badrun, 2011). Other research result pointed out the fact that the professional attitude of SMPN Math teachers at Jambi that has been already very good does not automatically give a positive impact on the learning result (Syafmen, 2014). This phenomenon is also reflected from the result of Teacher’s Competency Test in Junior High School in Tangerang. The teacher’s score competency of pedagogic and professional releases in the mean score of 60,54 (Kemendikbud, 2019). That score is considered as fair category and still can be increased better. Meanwhile, Puspendik (2018) present the result of National Examination for Math 376 Subroto, P., Tola, B. and Suparno, A. The Use of Importance-performance Analysis in Evaluating the Teachers’ Professional Development Program. DOI: 10.5220/0008999303760386 In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 376-386 ISBN: 978-989-758-405-3 Copyright c  2020 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved