Planning and Practice Teaching of High School Math Teachers in Central Dumoga District and North Dumoga

Based on data from the results of the competency test for high school, MA and vocational mathematics teachers conducted in May 2015, the majority of mathematics teachers in the country have less competencies, which are 76,881 high school, MA and vocational schools. Mathematics teachers who take mathematics teacher competency tests only reach an average value of 50.86. Of these, 36,923 (48.03%) teachers scored below 50, 17,829 (23.19%) teachers scored between 50 and 60 and only 22,129 (28.78%) teachers scored above 60. Research objectives is to obtain a description of: (1) The quality of learning planning developed by high school mathematics teachers in the Districts of Dumoga Tengah and Dumoga Utara, (2) The quality of mathematics teaching practices carried out by high school mathematics teachers in the Districts of Dumoga Tengah and Dumoga Utara, (3) the factors that influence the quality of planning, the quality of teaching practices and the quality of the level of mathematics learning implementation carried out by high school mathematics teachers in the Districts of Central Dumoga and North Dumoga. The sample in this study, for Central Dumoga District is Ni Nyoman Puspadhiayu from Swadharma Werdhi Agung High School while for North Dumoga District is I Made Darmawan from Swadharma Mopugad High School. Both have: age, educational background, teaching experience, employment status, training, teaching hours, facilities and infrastructure, principal leadership and the role of school supervisors are also relatively similar. The results showed that: (1) The quality of learning planning developed by mathematics teacher Ni Nyoman Puspadhiayu and I Made Darmawan was the same, (2) The quality of mathematics teaching practices undertaken by Ni Nyoman Puspadhiayu and I Made Darmawan were relatively similar, (3) factors factors affecting the quality of planning, the quality of teaching practices and the quality of the level of mathematics learning carried out by Ni Nyoman Puspadhiayu and I Made Darmawan are also the same. Research Conclusions: (1) There are influences of internal factors (ie age, educational background, teaching experience, teacher status, training, and teaching load) with pedagogical and professional competence of Swadharma Werdhi Agung High School teachers and Swoparma Mopugad High Schools, (2) There are influences external factors (ie facilities, principal leadership, and the role of school supervisors) with pedagogical and professional competence in mathematics teachers in Swadharma Werdhi Agung High School and Swadharma Mopugad High School.