THE COMPETENCY OF LECTURERS AS SUPERVISORS OF THE FINAL PAPER IN THE OFFICE ADMINISTRATION STUDY PROGRAM OF UNIVERSITAS INDONESIA

This study aims to explain the competence of lecturers as a supervisor for the final paper in the Office Administration Study Program of Universitas Indonesia (UI). This research approach used is a quantitative method, which focuses on the use of numbers, tables, and graphs to display the re-sults of the data obtained. To obtain data, the authors distribute questionnaires with several questions to the object of research. This research population is the class student 2016 of the office administration study program who worked on the final paper (tugas karya akhir or TKA). Four aspects of competency were tested in this study: Pedagogical Competency, Professional Competency, Social Competency, and Personality Competency. Based on the results of the study, it can be concluded that the lecturers of the Office Administration Study Program in UI as supervisor the final paper is categorized as competent.


INTRODUCTION
After completing secondary education (sekolah menengah atas/kejuruan or SMA/K) some people will continue their education to a higher level (universities, high schools, etc.).It is hoped that continuing to university will produce human resources that have academic and professional abilities in the fields of technology, art, and science (Hariyani, 2017).Either form of supporting the national development of educational institutions is to produce quality human resource output (graduates).The success of an education plan in a country depends on the teacher/lecturer who must be equipped with scientific competence abilities and professional skills (Ilanlou & Zand, 2011).
Besides, in the implementation of tertiary education, lecturers with good performance are needed.To find out whether the lecturer is performing well or not can be seen from how competent the lecturer is and the attitude of professionalism possessed (Permanasari et al., 2016).In contrast to teachers who are only focused on having the role of educators.In general, lecturers must be able to handle two roles at once, namely; professional educator and role as a scientist.In the position of a scientist, a lecturer is obliged to spread his knowledge and do community development.
Success Factors for Graduation Figure 1.
Based on Figure 1 and existing research, two factors supporting the success of student learning (graduation) are student motivation and lecturer competence.Learning motivation becomes a factor of learning success in higher education because students have very strong freedom without parental control.Success in completing the final paper (tugas karya akhir or TKA) is influenced by the motivation that students want to achieve.If the motivation that is built is correct, it will accelerate the graduation of these students (Hatip et al., 2018).Moreover, in the activities of preparing the final paper (TKA), students must have strong mental endurance.During the preparation of foreign workers, it is very possible to cause boredom, boredom and so on.
Motivation in students can come from two directions; external and internal.An external source of student motivation is their perception of lecturer competence.Based on a research by Muntashofi and Kurjono (2015), positive student motivation is positively influenced by lecturer competence by 63%.The same thing is explained by Omar et al. (2017) there is a significant relationship between teacher competence and achievement motivation, and student achievement.Good teaching practices such as; class preparation, quality teaching techniques and responsibility for the class being taught will motivate students to understand the lesson effectively (Omar et al., 2017).Slameto (2010) states that perception is one of the factors that influence the cognitive aspects of students.In learning activities, a good perception is needed from students regarding the competence of their lecturers.A good perception of the competence of lecturers will encourage and cause feelings of interest to attend lectures/mentoring.Conversely, if a student has a bad perception of the competence of his lecturers, it can cause feelings of embarrassment, lazy to do lectures/mentoring (Sariani & Nurhakim, 2018).
There are several explanations related to perception.First, it is related to stimulus received by individuals in the form of information, events, objects, etc.Then, the stimulus or excitement is given meaning by the individual concerned (Ramadhan, 2009).Second, everyone has different tendencies to see the same thing.Knowledge, perspectives and experience are factors that influence these different trends.Perception relates to the way a person perceives a certain object in different ways, someone tries to interpret it using the senses owned (Hermuningsih & Wardani, 2016).
In general, perceptions have several stages: the process of receiving stimuli, the process of selecting, the process of organizing, the process of interpretation, the process of checking, and the reaction process.During the guidance activity takes placethere will be a reciprocal relationship between lecturers and students.When the interaction happens, students will give attention and assessment of the lecturer.Assessment activities or give meaning to an object is called perception.Thus, the perception of students for lecturers is student assessment regarding the competence of lecturers during TKA mentoring activities occur.
Competency is the origin of words of kompetensi in Bahasa Indonesia that can be interpreted as basic abilities or skills.Competence can also be interpreted as a performance that can be accounted for so that a goal is achieved (Muzdalifah, 2009).According to the Oxford Dictionary, competence is "the ability to do something" or "the ability to complete tasks".The Macquarie Dictionary defines competence as "quality to be competent", while competent means "to meet the requirements well" (Hager & Gonczi, 1996).
Moeheriono as cited in Jufri (2018) defines competency as the underlying characteristics of a person related to the effectiveness of his work performance or the basic characteristics of individuals who have a casual relationship or cause and effect on criteria used as a reference or to perform prime or superior at work.Besides, competence can be translated as a basic characteristic of someone who allows them to display performance related to their work.Competence is very much tied to one's personality and can be predicted in various circumstances and jobs.To find out a teacher/ lecturer "competent or not", evaluation activities must be conducted (Pattiasina et al., 2016).
The four competencies set out in the Teacher and Lecturer Law are: pedagogical competence (ability in managing learning), professional competence (mastery of extensive and in-depth lecture material), social competence (ability to communicate and interact effectively and efficiently with students and or the surrounding environment), and personality competence (strong, moral, and exemplary personality abilities).Those competencies must be possessed by lecturers (Suarjana & Yintayani, 2017).
In supporting the success of student learning, lecturers play an important role.Lecturers do not merely role as teachers, but they also need to act as: motivators, role models, directors, and facilitators in the success of their students, more specifically in completing final paper (TKA).Based on the background, the author aims to to explain the competence of lecturers as supervisor the final paper in Office Administration study program.

RESEARCH METHOD
A process of finding knowledge by using data in the form of the numeral as an analysis tool about something you want to know is the definition of quantitative research (Kasiram, 2008).The entire research subject is the definition of the population, while the sample is representative of the population to be examined (Arikunto, 2010).The sampling technique used in this study is purposive sampling.Purposive sampling is a sampling technique with a specific purpose.
In this paper, the samples were taken from students in semester 6 or currently on an internship.The objects of perception by students were seven lecturers who supervise final papers.This research is related to student perceptions.Hence, the question for "competency indicators" used a modified Likert scale, namely: (1) strongly disagree, (2) disagree, (3) agree, and (4) strongly agree.
The data analysis technique used in this research is descriptive statistical analysis with several steps conducted as follows.(1) Determining the maximum score (SM), namely the ideal score achieved in an answer, in which ∑SM= the highest score of Likert Scale x number of respondents.For example, the total respondents are 10, then multiplied by the highest likert scale, obtained 40.
(2) Determining the total score obtained (SO), namely the total results of data collection from respondents' choices, in which ∑SO = choice of likert scale number of respondents x number of respondents.For example, the total respondents are 10, then five people choose likert scale 3, five people choose likert scale 4, so ∑SO = (3 x 5) + (4 x 5) = 15 + 20 = 35.(3) Determining the competency gap percentages (P) with this formula presented in Formula (1).The calculation results are classified into four categories, as presented in Table 1.

Description of the Respondents
In terms of gender, the research respondents are divided into two: male and female, as shown in Figure 2. As many as 91% or 40 people of the total respondents were female, while 9% or 4 of the total respondents were male.In terms of the Grade Point Average (GPA), it is shown in Figure 3 that 50% of the respondents or 22 students mentored had a GPA categorized into cumlaude category, and 50% of the total respondents had a GPA categorized into very satisfying category.In terms of the lecturer's status, it is shown in Figure 4 that four lecturers or 57% of the subject already have lecturer certificates and three lecturers or 43% do not have lecturer certificates yet.
Grade Point Average Figure 3.

Validity and Reliability of the Test
The test validity was conducted with a sample of 30 respondents analyzed using the SPSS software.An instrument is considered valid if the result is: r count > r table.Based on the results of the validity test of all existing variables, it is obtained that  count ≥ r table.(0.3494).Thus, all data generated by the validity test is declared valid.
The test reliability was conducted to 30 respondents (students) as sample.The result of the reliability test to 30 respondents is shown in Table 2.It can be seen that the value of Cronbach Alpha of the test reliability is 0.975, so the collected data is declared reliable.

Pedagogy Competency
There are six items of indicator for pedagogy competency.The explanation for each item is elaborated as follows.Based on Table 3, the total respondents' score for the indicator of "being well prepared in mentoring final paper" amounted to 148 of the maximum total score that could be reached 176 point.Competency gap for this indicator is 148/176 = 84 percent, so this indicator is categorized as competent.Meanwhile, based on Table 4, the total respondents' score for the indicator of "being regularly scheduled in mentoring" is 142 of the total maximum score that can reach 176.The competency gap for this indicator is 142/176 = 81 percent, thus, it is categorized as fairly competent.In addition, based on Table 5, the results of respondents' score for the indicator of "being able to raise up enthusiasm of students who are mentored" is 153 of the maximum value that can reach 176.Competency gap for this indicator is 153/176 = 87 percent.With this score, this indicator is categorized as competent.Based on Table 6, the total respondents' score for the indicator of "being able to use various media and learning technologies in mentoring the final paper (such as whiteboard, e-learning, etc.)" is 134 of the maximum total value that can reach 176.Competency gap for this indicator is 134/176 = 76 percent, so that it is categorized as fairly competent.Based on Table 7, the total respondents' score for the indicator of "being able to explain the material of the final paper" is 152 (86%) of the total maximum score that can reach 176.Competency gap for this indicator is 152/176 = 86 percent, so that it is categorized as competent.Based on Table 8, it is known that the total respondents' score for the indicator of "providing feedback" is 152 of the maximum total score that can reach 176.Competency gap for this indicator is 152/176 = 86 percent, so the indicator is categorized as competent.Of the six indicators in pedagogy competency, overall, the indicators are categorized as competent.However, two indicators need to be improved, namely, "being regularly scheduled in mentoring" and "being able to use various media and learning technologies in mentoring the final paper (such as whiteboard, e-learning, etc.)" because they are considered low (disagree value > 10%).The value weights for the pedagogy competency is in Table 9, where the average weights value of pedagogy competency is 3.34, and the score percentage of conformity with the respondents' expectations for pedagogy aspects is 83%, so the pedagogy aspect is categorized as competent.

Profesional Competency
Professional competency has six indicators.Each indicator is elaborated as follows.Table 10 presents the total respondents' score for the category of "being able to provide relevant examples related to the final paper" that reach 151 of the maximum total score that can be 176.Competency gap for this indicator is 151/176= 86 percent, so this indicator is categorized as competent.Based on Table 11, the total respondents' score for the "being able to explain a final paper topics related to other fields/topics" indicator is 148 of the maximum total score that can be 176.Competency gap for this indicator is 148/176= 84 percent, so this indicator is categorized as competent.In addition, based on Table 12, it is known that the total respondents' score for the indicator of "being able to explain relevant topics to the real life context" reaches 143 of the maximum total score that could be 176.Competency gap for this indicator is 143/176= 81 percent.With this score, this indicator is categorized as fairly competent.Based on Table 13, the total respondents' score for "mastering the latest issues related to the final paper topic" is 148 of the maximum total score that can be 176.Competency gap for this indicator is 148/176 = 84 percent.With this score, this indicator is categorized as competent.Meanwhile, based on Table 14, the total score of respondents for the "being able to use the results of other research (thesis, final paper, etc.) to improve the quality of mentoring" indicator is 140 of the maximum total score that can be 176.Competency gap for this indicator is 140/176 = 80 percent.With this score, this indicator is categorized fairly competent.Based on Table 15, the total respondents' score for the indicator of "being able to use communication technology (e-mail, WhatsApp, etc.) in supporting the mentoring process" is 154 of the total maximum value that can be 176.The competency gap for this indicator is 154/176 = 88 percent.With this score, this indicator is categorized as competent.Of the six indicators in the category of professional competence, in general, the majority of respondents give the answer "agree".However, there are two indicators that need to get the attention to improve, namely: "being able to use the results of other research (thesis, final paper, etc.) to improve the quality of mentoring" and "being able to explain relevant topics to the real life context" because they are considered low (disagree value > 10%).As many as 13% of the total respondents said they disagree that lecturers are able to use other research sources.The value weight for the professional competency category can be seen in Table 16, in which the average weight value of professional competency is 3.35, and the percentage of conformity with the respondents' expectations for the professional aspect is 84%, so the professional aspect is categorized as competence.

Personality Competency
Personality competence has five indicators.Each indicator is elaborated as follows.Based on Table 17, the total respondents' score for "having a dignified attitude in mentoring" is 153 of the total maximum score that can be 176.The competency gap for this indicator is 153/176 = 87 percent.With this score, this indicator is categorized as competence.In addition, based on Table 18, the total respondents' score for "having a wisdom in mentoring" is 153 of the total maximum score that can reach 176.The competency gap for this indicator is 153/176 = 87 percent, therefore, this indicator can be categorized as competent.Furthermore, based on Table 19, the total respondents' score for "having attitudes and behaviors that can become a model for the students mentored, such as being on time and patient" is 146 of the total maximum score that can reach 176.The competency gap for this indicator is 146/176 = 83 percent.With this score, this indicator can be categorized as competent.
75 % IncompetentQuestionnaires distributed to respondents were tested for validity and reliability.Validity test is conducted to determine the ability of research instruments to measure what should be measured.Reliability test is used to measure the consistency of measuring instruments in measuring a concept or can to measure the consistency of respondents in answering question items in the questionnaire.The indicators for this research, as divided into four categories of competency, are as follows.(1) For pedagogy competency, the indicators are (a) well prepared in mentoring final paper, (b) regularly scheduled in mentoring, (c) able to raise up enthusiasm student who are mentored, (d) able to explain the material final paper, (e) able to use various media and learning technologies in mentoring the final paper (such as whiteboard, e-learning, etc.), and (f) providing feedback.(2) For professional competency, the indicators are (a) able to provide relevant examples related to the final paper, (b) able to explain the relevance of final paper topics with other fields/topics, (c) able to explain the relevance of final paper topics to real life contexts, (d) mastering the latest issues related to the final paper topic, (e) able to use the results of other research (thesis, final paper, etc.) to improve the quality of mentoring, and (f) able to use communication technology (e-mail, WhatsApp, etc.) to supporting the mentoring process.(3) For personality competency, the indicators are (a) having a dignified attitude in mentoring, (b) having a wisdom in mentoring, (c) having attitudes and behaviors that can become a model for the students mentored, such as being on time and patient, (d) able to control themselves in various mentoring conditions and situations, and (e) able to treat fairly the students who are mentored.(4) For social competency, the indicators are (a) being able to comunicate the theme of the mentoring well, (b) knowing well the students who are mentored, (c) being easy to get along with various parties such as students, colleagues, etc., and (d) appreciating the diversity of students who are mentored.

Table 1 .
Category of Competence

Table 2 .
Reliabilty of the Test

Table 3 .
Being Well Pepared in Mentoring Final Paper

Table 4 .
Being Regularly Scheduled in Mentoring

Table 5 .
Being Able to Raise Up Enthusiasm Students Who are Mentored

Table 6 .
Being Able to Use Various Media and Learning Technologies in Mentoring the Final Paper (Such as Whiteboard, E-learning, etc.)

Table 7 .
Being Able to Explain the Material of the Final Paper

Table 8 .
Providing Feedback

Table 9 .
Value Weight of Pedagogy Competency

Table 10 .
Being Able to Provide Relevant Examples Related to the Final Paper

Table 11 .
Being Able to Explain the Final Paper Topics Related to Other Fields/Topics

Table 12 .
Being Able to Explain the Relevant Topics to Real Life Contexts

Table 13 .
Mastering the Latest Issues Related to the Final Paper Topic

Table 14 .
Being Able to Use the Results of Other Research (Thesis, Final Paper, etc.) to Improve the Quality of Mentoring

Table 15 .
Being Able to Use Communication Technology (E-mail, WhatsApp, etc.) in Supporting the Mentoring Process

Table 16 .
Value Weight of Profesional Competency