Comparative Study of Social Studies Teacher Competence and Class Size on Learning Outcomes of Class VII Students of Public Junior High Schools in Bone Bolango Regency

Abstract

This study aims to analyze the influence of teacher competence and its interaction on the learning outcomes of seventh-grade students in public junior high schools in Bone Bolango Regency. The research design employed a quantitative approach with a causal comparative method, utilizing a factorial design. The research sample consisted of several students selected through a combination of purposive sampling and stratified cluster sampling techniques, then grouped based on teacher competence level (high and low) and class size (small and large). Data were obtained through teacher competence questionnaires and learning achievement tests and analyzed using two-way analysis of variance to test the main effects and interactions between variables. The results showed that teacher competence significantly influenced learning outcomes, where students taught by teachers with high competence achieved better academic outcomes. Contrast, neither class size nor the interaction between teacher competence and class size had a significant effect. These findings confirm that the quality of learning, particularly teacher competence, is more important than the number of students in a class. The practical implications of this study demonstrate the importance of teacher competence improvement programs through continuous professional development, strengthening academic supervision, and the effective use of learning technology. Policies regarding class size should be tailored to the local context and the specific needs of individual students.