Article Sidebar

Improving the Quality of Madrasa Teachers through the Role of the Madrasa Education Service Section at the Ministry of Religion of Muara Enim Regency
Submitted
December 19, 2022
Accepted
December 31, 2022
Published
December 31, 2022
Download
PDF
Statistic
Read Counter : 161 Download : 27

Downloads

Download data is not yet available.

Main Article Content

Abstract

Ministry of Religion through the roles of madrasa education services has tried to provide services and guidance to its human resources. This is qualitative research using a phenomenological approach. Researcher focused on strategies, supporting and inhibiting factors, as well as the evaluation of improving the quality of madrasa teachers at the Ministry of Religion in Muara Enim Regency in 2022. Data collection technique used observation, interviews, and documentation. It was then continued with data validity by means of triangulation technique. Once the data were collected, data analysis technique was carried out by going through three stages: data condensation, data presentation and drawing conclusion. In this thesis research, four informants were involved, including one informant as the head of the madrasa education division and other three from teacher representatives in different madrasah. The results showed that: 1) the strategy of improving the quality of madrasa teachers through the roles of the madrasa education division at the Ministry of Religion of Muara Enim Regency was through training programs and workshops; 2) supporting factors included the participation of teachers in adequate coaching, getting a wider range of information, the existence of MGMP (Subject Teacher Consultations), obtaining books relevant to the lesson, and ability to improve the learning process; and 3) the evaluation system in improving the quality of madrasa teachers through the role of the madrasa education division at the Ministry of Religion of Muara Enim Regency was conducted in various ways.

Keywords

human resources Madrasa Education Service Section madrasa teachers Ministry of Religion of Muara Enim Regency

Article Details

License

Copyright (c) 2022 Ivo Futriana, M. Joko Susilo

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
How to Cite
Futriana, I. ., & Susilo, M. J. . (2022). Improving the Quality of Madrasa Teachers through the Role of the Madrasa Education Service Section at the Ministry of Religion of Muara Enim Regency. Unisia, 40(2), 467–482. https://doi.org/10.20885/unisia.vol40.iss2.art10
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX
Crossref
Scopus
Google Scholar
Europe PMC

References

  1. Alawiyah, F. (2014). Pendidikan madrasah di Indonesia [Madrasah education in Indonesia]. Aspirasi: Jurnal Masalah-masalah Sosial, 5(1), 51–58. https://doi.org/10.46807/aspirasi.v5i1.449

  2. Anderson, V. (2007). The value of learning: A new model of value and evaluation [HTML]. VOCEDplus, the International Tertiary Education and Research Database. https://www.voced.edu.au/content/ngv:7127

  3. Andina, E. (2019). Efektivitas pengukuran kompetensi guru [Effectiveness of measuring teacher competency]. Aspirasi: Jurnal Masalah-Masalah Sosial, 9(2), 204–220. https://doi.org/10.46807/aspirasi.v9i2.1103

  4. Ansori, M. (2021). Pelatihan pendampingan pengembangan keprofesian berkelanjutan guru SMP Plus Al-Qodiri Jember melalui pelatihan penulisan karya tulis ilmiah [Training to accompany continuous professional development for teachers at SMP Plus Al-Qodiri Jember through training in writing scientific papers]. As-Sidanah : Jurnal Pengabdian Masyarakat, 3(1), 139–156. https://doi.org/10.35316/assidanah.v3i1.972

  5. Apiyani, A., Supriani, Y., Kuswandi, S., & Arifudin, O. (2022). Implementasi Pengembangan Keprofesian Berkelanjutan (PKB) Guru Madrasah Dalam Meningkatkan Keprofesian. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 5(2), 499–504. https://jiip.stkipyapisdompu.ac.id/jiip/index.php/JIIP/article/view/443

  6. Asyari, H., N, T. R., & Riyana, A. (2020). Evaluasi program pelatihan guru di Pusdiklat Tenaga Teknis Pendidikan dan Keagamaan Kementerian Agama Republik Indonesia [Evaluation of the teacher training program at the Education and Religious Technical Personnel Education and Training Center of the Ministry of Religion of the Republic of Indonesia]. Tadbir : Jurnal Studi Manajemen Pendidikan, 4(1), 67–86. https://doi.org/10.29240/jsmp.v4i1.1441

  7. Basuki, B. (2022). Penerapan kompetensi dan peningkatan kinerja hasil pelatihan di wilayah kerja (PDWK) pembelajaran tematik guru madrasah ibtidaiyah Kantor Kementerian Agama Kota Prabumulih dan Kabupaten Muara Enim [Application of competency and performance improvement as a result of training in the work area (PDWK) of thematic learning for madrasah ibtidaiyah teachers Office of the Ministry of Religion Prabumulih City and Muara Enim Regency]. Jurnal Perspektif, 15(2), 158–172. https://doi.org/10.53746/perspektif.v15i2.88

  8. Berdiati, I. (2020). Peran pengawas dalam pengembangan keprofesian berkelanjutan bagi guru [The role of supervisors in continuing professional development for teachers]. Tatar Pasundan: Jurnal Diklat Keagamaan, 14(1), 38–49. https://doi.org/10.38075/tp.v14i1.82

  9. Bogdan, R., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods. Pearson A & B.

  10. Budi, M. H. S. (2020). Analisis sistem pembiayaan pendidikan yang dikelola Kementerian Agama [Analysis of the education financing system managed by the Ministry of Religion]. Salimiya: Jurnal Studi Ilmu Keagamaan Islam, 1(2), 128–149. https://ejournal.iaifa.ac.id/index.php/salimiya/article/view/153

  11. Chairiyah, Y. (2021). Sejarah perkembangan sistem pendidikan madrasah sebagai lembaga pendidikan Islam [History of the development of the madrasa education system as an Islamic educational institution]. Ma’alim: Jurnal Pendidikan Islam, 2(1), 49–60. https://doi.org/10.21154/maalim.v2i01.3129

  12. Daymon, C., & Holloway, I. (2002). Qualitative research methods in public relations and marketing communications. Psychology Press.

  13. Desimarnis, D., Sahidin, S., Risdinal, R., & Gistituati, N. (2021). Peran organisasi musyawarah guru mata pelajaran dalam pelatihan penulisan karya ilmiah bagi guru ilmu-ilmu sosial madrasah aliyah se-Kota Payakumbuh [The role of subject teacher deliberation organizations in scientific writing training for social sciences teachers at Madrasah Aliyah throughout Payakumbuh City]. Edukatif: Jurnal Ilmu Pendidikan, 3(4), 1354–1365. https://doi.org/10.31004/edukatif.v3i4.574

  14. Drajat, M. (2018). Sejarah madrasah di Indonesia [History of madrasas in Indonesia]. Al-Afkar, Journal For Islamic Studies, 1(1), 192–206. https://doi.org/10.31943/afkar_journal.v1i1.17

  15. Fattah, A. (2015). Evaluasi program peningkatan kualifikasi S1 guru madrasah dan guru PAI melalui Dual Mode System (DMS) Kementerian Agama Republik Indonesia di LPTK Rayon 210 IAIN Mataram [Evaluation of the program to increase the undergraduate qualifications of madrasah teachers and PAI teachers through the Dual Mode System (DMS) of the Ministry of Religion of the Republic of Indonesia at LPTK Rayon 210 IAIN Mataram]. Madania: Jurnal Kajian Keislaman, 19(2), 159–173. https://doi.org/10.29300/madania.v19i2.39

  16. Freebody, P. R. (2003). Qualitative research in education: Interaction and practice. SAGE.

  17. Hanun, F. (2018). Evaluasi penyelenggaraan diklat di Kementerian Agama [Evaluation of the implementation of training at the Ministry of Religion]. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 16(2). https://doi.org/10.32729/edukasi.v16i2.477

  18. Haryati, S., Sukarno, S., & Siswanto, S. (2021). Strategi pengembangan keprofesian berkelanjutan (PKB) [Continuous professional development strategy]. Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat, 1(1), 18–23. https://doi.org/10.26740/jpm.v1n1.p18-23

  19. Holiah, I. (2022). Penguatan kompetensi guru melalui pengembangan keprofesian berkelanjutan [Strengthening teacher competency through continuous professional development]. Eduvis, 7(1), 84–96. https://journal.bungabangsacirebon.ac.id/index.php/eduvis/article/view/619

  20. Hornby, A. S. (2015). Oxford advanced learner’s dictionary of current English. Oxford University Press.

  21. Kantor Wilayah Kementrian Agama Sumatera Selatan. (2016, October 5). Tugas dan fungsi [Job and function] [HTML]. Kanwil Kemenag Sumsel. https://sumsel.kemenag.go.id/

  22. Kastawi, N. S., & Yuliejantiningsih, Y. (2019). Pengembangan keprofesian berkelanjutan guru untuk meningkatkan mutu pendidikan [Continuous professional development of teachers to improve the quality of education]. Kelola: Jurnal Manajemen Pendidikan, 6(2), 157–168. https://doi.org/10.24246/j.jk.2019.v6.i2.p157-168

  23. Khoirina, L., & Gunansyah, G. (2018). Implementasi program pengembangan keprofesian berkelanjutan di Sekolah Dasar Gugus 1 Kecamatan Rejoso Kabupaten Nganjuk [Implementation of a sustainable professional development program at Gugus 1 Elementary School, Rejoso District, Nganjuk Regency]. Jurnal Penelitian Pendidikan Guru Sekolah Dasar, 6(8), 1427–1437. https://ejournal.unesa.ac.id/index.php/jurnal-penelitian-pgsd/article/view/24137

  24. Maiza, Z., & Nurhafizah, N. (2019). Pengembangan keprofesian berkelanjutan dalam meningkatkan profesionalisme guru pendidikan anak usia dini [Sustainable professional development in increasing the professionalism of early childhood education teachers]. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(2), 356–465. https://doi.org/10.31004/obsesi.v3i2.196

  25. Miles, M. B., Huberman, A. M., & Saldana, J. (2018). Qualitative data analysis: A methods sourcebook (4th edition). SAGE Publications, Inc.

  26. Muchtar, D. (2022, April 6). Personal communication with a staff of Seksi Pendidikan Madrasah Kantor Kementerian Agama Kabupaten Muara Enim [Personal communication].

  27. Mukhlasin, A. (2021). Dualisme penyelenggaraan pendidikan [Dualism in education administration]. Cybernetics: Journal Educational Research and Social Studies, 62–72. https://pusdikra-publishing.com/index.php/jrss/article/view/154

  28. Mulyani, F. (2017). Konsep kompetensi guru dalam Undang-Undang Nomor 14 Tahun 2005 tentang Guru dan Dosen (Kajian ilmu pendidikan Islam) [The concept of teacher competency in Law Number 14 of 2005 concerning Teachers and Lecturers (Study of Islamic Education)]. Jurnal Pendidikan UNIGA, 3(1), 1–8. https://doi.org/10.52434/jp.v3i1.16

  29. Naraspati, A. (2022). Peran penghulu KUA Kecamatan Muara Enim Kabupaten Muara Enim dalam meminimalisasi perkawinan anak di masa pandemi Covid-19 perspektif maslahah Imam Al-Ghazali [The role of the KUA head of Muara Enim District, Muara Enim Regency in minimizing child marriage during the Covid-19 pandemic, Imam Al-Ghazali’s maslahah perspective]. Sakina: Journal of Family Studies, 6(2), Article 2. https://doi.org/10.18860/jfs.v6i2.1431

  30. Nur, H. M., & Fatonah, N. (2022). Paradigma kompetensi guru [Teacher competency paradigm]. Jurnal PGSD UNIGA, 1(1), 12–16. https://journal.uniga.ac.id/index.php/JPGSDU/article/view/1561

  31. Oktaviani, E. C. (2022). Efektivitas pengembangan keprofesian berkelanjutan dalam meningkatkan profesionalitas guru [The effectiveness of continuous professional development in improving teacher professionalism]. JSG: Jurnal Sang Guru, 1(3), 164–171. https://ejournal.uinib.ac.id/jurnal/index.php/jsg/article/view/4955

  32. Pemerintah Pusat Republik Indonesia. (2000, November 10). Peraturan Pemerintah (PP) Nomor 101 Tahun 2000 tentang Pendidikan Dan Pelatihan Jabatan Pegawai Negeri Sipil [Government Regulation (PP) Number 101 of 2000 concerning Education and Training for Civil Servant Positions]. https://peraturan.bpk.go.id/Details/53673/pp-no-101-tahun-2000

  33. Rahardi, A. (2022, April 6). Personal communication with the head of Kantor Kementerian Agama Kabupaten Muara Enim [Personal communication].

  34. Rahman, A. (2022). Analisis pentingnya pengembangan kompetensi guru [Analysis of the importance of developing teacher competency]. Jurnal Pendidikan Tambusai, 6(1), 8455–8466. https://doi.org/10.31004/jptam.v6i1.3726

  35. Rohmah, W. (2016, April 2). Upaya meningkatkan pengembangan keprofesian berkelanjutan dalam peningkatan profesionalisme guru [Efforts to increase sustainable professional development in increasing teacher professionalism]. Seminar Nasional Pendidikan I 2016 (Pendidikan Akuntansi FKIP UMS). http://publikasiilmiah.ums.ac.id/handle/11617/7267

  36. Saputra, F. (2021). Sejarah pertumbuhan dan perkembangan pendidikan Islam di Indonesia [History of the growth and development of Islamic education in Indonesia]. Al-Hikmah, 3(1), 98–108. https://ejournal.uniks.ac.id/index.php/Alhikmah/article/view/1137

  37. Sherman, R. R., & Webb, R. B. (2004). Qualitative research in education. Routledge.

  38. Sidik, F. (2016). Guru berkualitas untuk sumber daya manusia berkualitas [Quality teachers for quality human resources]. Tadbir: Jurnal Manajemen Pendidikan Islam, 4(2), 109–114. https://www.journal.iaingorontalo.ac.id/index.php/tjmpi/article/view/444

  39. Siregar, E. (2018). Faktor-faktor yang mempengaruhi manajemen pendidikan dan pelatihan (Diklat) dalam upaya pengembangan sumber daya manusia (SDM) [Factors that influence education and training management in human resource development efforts]. Jurnal Dinamika Pendidikan, 11(2), 153–166. https://doi.org/10.51212/jdp.v11i2.812

  40. Sofyandi, H. (2008). Manajemen sumber daya manusia [Human resource management]. Graha Ilmu.

  41. Stufflebeam, D. L., & Coryn, C. L. S. (2014). Evaluation theory, models, and applications. John Wiley & Sons.

  42. Sulastri, S., Fitria, H., & Martha, A. (2020). Kompetensi profesional guru dalam meningkatkan mutu pendidikan [Teachers’ professional competence in improving the quality of education]. Journal of Education Research, 1(3), 258–264. https://doi.org/10.37985/jer.v1i3.30

  43. Sumar, W. T., & Sumar, S. T. (2019). Implementasi program pengembangan keprofesian berkelanjutan guru melalui peningkatan kompetensi pembelajaran berbasis zonasi [Implementation of a continuous professional development program for teachers through increasing zoning-based learning competencies]. Pedagogika, 10(2), 84–94. https://doi.org/10.37411/pedagogika.v10i2.60

  44. Sumartati, L. (2021). Evaluasi latihan dasar (Latsar) CPNS Kementerian Agama tahun 2019 dengan model CIPP [Evaluation of basic training for prospective civil servants for the Ministry of Religion in 2019 using the CIPP model]. Jurnal Perspektif, 14(1), 59–77. https://doi.org/10.53746/perspektif.v14i1.32

  45. Sunhaji, S. (2018). Strategi pengembangan kualifikasi dan kompetensi guru (Menurut Undang-Undang Guru & Dosen dan Standar Nasional Pendidikan) [Strategy for developing teacher qualifications and competencies (According to the Teacher & Lecturer Law and National Education Standards)]. Insania : Jurnal Pemikiran Alternatif Kependidikan, 17(2), 279–297. https://ejournal.uinsaizu.ac.id/index.php/insania/article/view/1503

  46. Suryanto, H. & Sutarum. (2022). Pengembangan profesi berkelanjutan bagi guru dengan pembelajaran ramah anak [Continuous professional development for teachers with child-friendly learning]. PAKDEMAS : Jurnal Pengabdian Kepada Masyarakat, 2(1), 163–168. https://doi.org/10.58222/pakdemas.v2i1.81

  47. Tuty, A. (2022). Manajemen pengembangan keprofesian berkelanjutan di MTs Al-Anwar Kotawaringin Barat [Management of sustainable professional development at MTs Al-Anwar Kotawaringin Barat]. Jurnal Pendidikan Agama Islam, 1(2), 67–74. https://doi.org/10.52434/jpai.v1i2.2694

  48. Wahyudi, A., Alaslan, A., Yunesti, D., Haris, H., Usmaedi, U., Switri, E., Mustakim, U. S., & Husna, A. (2022). Analisis problematika implementasi pengembangan keprofesian berkelanjutan (PKB) pada guru pendidikan anak usia dini (PAUD) [Analysis of the problems of implementing continuous professional development for early childhood education teachers]. Jurnal Pendidikan Dan Konseling (JPDK), 4(6), 1663–1671. https://doi.org/10.31004/jpdk.v4i6.8429

  49. Wijaya, A., & Sumarno, S. (2017). Evaluasi dampak pendidikan dan pelatihan pengembangan keprofesian berkelanjutan guru Matematika di PPPPTK Matematika Yogyakarta [Evaluation of the impact of continuing professional development education and training for Mathematics teachers at PPPPTK Mathematics Yogyakarta]. Jurnal Penelitian Dan Evaluasi Pendidikan, 21(2), 127–141. https://doi.org/10.21831/pep.v21i2.10113

  50. Wijaya, W. M. (2022). Analisis kebutuhan pelatihan karya tulis ilmiah untuk guru sebagai upaya pengembangan keprofesian berkelanjutan [Analysis of the need for scientific writing training for teachers as a sustainable professional development effort]. Jurnal Akuntabilitas Manajemen Pendidikan, 10(1), 95–104. https://doi.org/10.21831/jamp.v10i1.64590

  51. Wiji, W. (2022). Peran kepala sekolah dalam pengembangan keprofesian berkelanjutan guru SD Negeri Bancak 01 Kabupaten Pati [The role of the principal in the continuous professional development of teachers at SD Negeri Bancak 01, Pati Regency]. Pitutur Pesantenan, 1(1), 20–30. https://jurnal.usp.ac.id/index.php/pitutur-pesantenan/article/view/3

  52. Wijiutami, C. T., Wahjoedi, W., & W, E. T. D. R. W. (2020). Pengembangan keprofesian berkelanjutan bagi guru sekolah dasar [Continuous professional development for elementary school teachers]. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 5(5), 666–670. https://doi.org/10.17977/jptpp.v5i5.13521

  53. Yasin, S. N., Ilyas, G. B., Fattah, M. N., & Parenden, A. (2021). Pengaruh pengalaman kerja, pendidikan dan pelatihan (Diklat) dan tingkat pendidikan terhadap kinerja pegawai di Dinas Pendidikan Kabupaten Soppeng [The influence of work experience, education and training and level of education on employee performance at the Soppeng District Education Office]. Bata Ilyas Educational Management Review, 1(1), 17–28. https://doi.org/10.37531/biemr.v1i1.91

  54. Yuliah, E. (2021). Optimalisasi program pengembangan keprofesian berkelanjutan untuk meningkatkan kinerja guru pendidikan agama Islam [Optimizing continuous professional development programs to improve the performance of Islamic education teachers]. Jurnal At-Tadbir : Media Hukum Dan Pendidikan, 31(2), 120–138. https://doi.org/10.52030/attadbir.v31i2.105

No Related Submission Found