INTRODUCTION
Indonesian people's
awareness of quality education services is getting higher, because it is
believed that quality education will produce quality output as well. This view
has become a separate motivation for each educational institution to continue
to improve the quality of education, especially in the field of education
management that is accountable, transparent and accommodating to changing
times.
One of the
educational problems faced by the Indonesian people is the low quality of
education at every level and unit of education. An educational unit can be said
to be of quality if it can lead students to develop abilities and shape the
character and civilization of a dignified nation in the context of educating
the nation's life, aiming to develop the potential of students to become human
beings who believe and fear God Almighty, have noble character, healthy,
knowledgeable, capable, creative, independent and become a democratic and
responsible citizen. This is in accordance with the objectives of national
education as stated in Law No. 20 of 2003 concerning the National Education
System (Sisdiknas) Article 3 (Maghfiroh, 2018).
In
improving the quality of education, it can be influenced by educational input
factors and educational management process factors. Educational input is
everything that must be available because it is needed for the process to take
place. Education input consists of all existing school resources. School
components and resources consist of people (man), funds (money), facilities and
infrastructure (materials) and regulations (policy) (Shobri, 2017).
Through the
standards and criteria set in every measurement of the quality of education
between nations, each country can see its position among other nations, and
easily understand the shortcomings and weaknesses that they still have. The
position of the Indonesian state in these standards is still low and requires strategy,
and maximum effort. This is based on the 2018 Indonesian Research report,
according to Cornell University, INSEAD and the World Intellectual Property
Organization, that Singapore with a score of 59.8 is listed as the only Asian
and ASEAN country that occupies the top five in the world. Other ASEAN
countries that are included in the top 50 are Malaysia at 35th position and
Thailand at 44th. Meanwhile, Indonesia is in 85th place with a score of 29.8.
In ASEAN, Indonesia ranks second below Cambodia which has a score of 26.7.
Above Indonesia are the Philippines (31.6), Brunei (32.8), and Vietnam (37.9)
(Scholastica Gerintya, 2019:3).
The era of globalization
that continues to move also affects all areas of human life. Likewise
education, in this context is Madrasah Ibtidaiyah in
Bandung City as the basis for Islamic educational institutions that transform
values, religion, science, and knowledge. The development of Madrasah Ibtidaiyah in Bandung City in this globalization era is not
something simple. The many aspects of Islamic education (Madrasah Ibtidaiyah) need attention from the Ministry of Religion in
Bandung City to develop the Madrasah Ibtidaiyah education
system in Bandung City. The performance of Madrasas, including Madrasah Ibtidaiyah, is still very low. Several problems have been
identified as the cause. The problem of the Madrasah Ibtidaiyah
curriculum which is still not focused and the educational process that does not
support the vision and mission of Madrasah Ibtidaiyah
are examples of issues at the management level. The low quality of teaching and
educational staff is also very pronounced in Islamic schools or those under
other Ministries of Religion (Observation at Madrasah Ibtidaiyah
(MI) Bandung City, 11 February 2020).
Based on
the observations of the researchers, the condition of Madrasah Ibtidaiyah which is under the auspices of the Ministry of
Religion of the City of Bandung, has Madrasah Ibtidaiyah.
There are 2 State MI students, 1,239 MI Negeri students, 585 female students,
while 654 male students. As for �The number of MIN PNS
teachers is 39 people, the number of private teachers is 18 people, the number
of private MI is 75, the total number of MI students is 17,637, 3 people. The
number of male MIS students is 9,389, 4. The number of female MIS students is
8,248, the number of PNS teachers in MIS is 85, the number of honorary teachers
in MIS is 820, the number of madrasah is mostly
located in the city area, while the Madrasah supervisors who have the main task
of being supervisors very limited, namely 4 people for 30 sub-districts in the
city of Bandung. However, the authors used as research samples only three MIs,
namely MI Ad Dimyati, MI AL HUDA and MI YAPISPA 1
Bandung City (Interview with the Head of the Ministry of Religion in Bandung,
January 14, 2020).
These three
Madrasas, namely MI Ad Dimyati, MI AL HUDA and MI
YAPISPA 1, are under the supervision of the Ministry of Religion of the City of
Bandung, among them, Madrasah Ibtidaiyah Ad Dimyati is now able to become an exemplary madrasa in
various aspects of education and teaching, especially in achievement student
learning, has also received an A accreditation certificate and obtained a score
of 85.01. This madrasa has a madrasa head named H. Iik
Abdul Chalik, SH.CN. which develops so that
educational outputs are expected to succeed in achieving the goals of education
in general (Observation results at MI Ad dimyati on
12 February 2020).
METHOD
The method
used in this study is descriptive research method with qualaitative
approach. Descriptive research methods, used to describe the various symptoms
and facts found in social life in depth�(Beni Ahmad Saebani, 2013). According
�(Sugiyono,
2017),
qualitative research methods are often called naturalistic penelitain
methods because the research is done in natural seeting
conditions. Sugiyono still thinks in different books
that naturalistic research is often referred to as qualitative research
methods. Qualitative research method is a research method used to research on
natural objective conditions.
In other
words, the qualitative research method is a method that describes the actual
situation that occurs at this time, obtaining a clearer, more systematic,
factual, and accurate general picture related to the phenomenon under study.
The picture obtained is in accordance with the nature of the descriptive
method, namely telling and interpreting the existing data. Meanwhile,
according to (John,
2013), Qualitative
research is a method for exploring and understanding the meaning that a number
of individuals or a group of people who are considered from
social problems.
Qualitative research on data collection techniques is conducted on
natural settings, primary data sources, and more data collection techniques on
participatory observation, in-depthinterview and
documentation.
In qualitative research researchers used the steps put forward by Saebani�(Beni Ahmad Saebani, 2013), namely:
(l) Orientation stage, (2) Exsploration Stage and (3)
Member check Stage. For more details, rnaka will be
elaborated on what is the orientation stage, exsploration
stage, and Member Check stage.
RESULTS AND DISCUSSION
1.
Goals and Programs to Improve the Quality of
Private Madrasah Ibtidaiyah Teachers at the Ministry
of Religion, Bandung City
The purpose of education has a very important
position. There are four functions of educational goals, namely: 1) The purpose
of ending the business. A business that does not have a goal does not have any
meaning, in general a business will end when the goal has been achieved. 2)
Purpose serves to direct the effort. Without anticipation of the goal,
deviations will occur a lot and the efforts made will not run efficiently. 3)
Goals can serve as a starting point for achieving other goals, namely the
follow-up goals from the initial goals. 4) The function of the goal is to give
value to the effort. There are businesses whose goals are higher, nobler, and
broader than other businesses. This shows that the formulation of each goal is
always accompanied by the values that are intended to be realized (Nata,
1997).
Goals are the first step in the process of achieving
success and goals are also the key to success. The Objectives and Quality
Improvement Program for Private Madrasah Ibtidaiyah
Teachers at the Ministry of Religion of the City of Bandung will be successful
if they have clear and correct goals. School as an institution has one or more
goals. In the steps to achieve these goals, it is necessary to develop plans,
goals and how to achieve these goals. In general, school goals are reflected in
the form of the school's vision and mission. To achieve its vision and mission,
including improving the quality of teachers, all schools must plan school
programs and activities schools as outlined in the School Development Plan (RPS).
From the goal of improving the quality of teachers
from the Ministry of Religion, Bandung City and these three Madrasahs, all of
them have goals, and in general the objectives of improving the quality of
teachers in these three madrasas refer to the vision and mission of their
respective schools, but the difference lies in the program, namely if the
Ministry of Religion is through the program: a ) Tahfidz
Quran Religious Education Development Training for Madrasah Supervisors and
Teachers in Bandung City in 2020 b) Quality Improvement of School Health
Business Management (UKS) at MI, MTs, and MA in Bandung City in 2020 c) Sports
and Arts Week ( Porseni) Madrasah Educators and
Education Personnel in 2020.
Meanwhile, MIS Ad Dimyati
is realized through general programs, core programs which are divided into
routine programs and development programs, while the third is through
supporting programs. The program at MIS Al Huda has a program in the form of
first, training activities, workshops, orientation, seminars on education or
sending teachers. . While at MIS Yapispa
1, it is realized through a personal and instructional approach, in the form of
a pedagogic, professional, personality and social competency development
program.
As has also been stipulated in UUSPN No. 20 of 2003
and PP No. 19 of 2005, and further elaborated in Permendiknas
No. 19 of 2007 that "every education unit is required to meet nationally
applicable education management standards", several aspects of school
management standards that must be met These include: (1) program planning, (2)
implementation of work plans, (3) supervision and evaluation, (4)
school/madrasah leadership, and (5) management information systems.
The madrasa head or principal as an education
manager at school has a very important role in determining or bringing the madrasa he leads to good quality learning. This situation
can be realized properly, if the principal is able to create strategies that
are relevant to the conditions in improving the quality of education. This is
done to understand the challenges of understanding the strategy of the head of
the madrasa, therefore it is necessary to first understand the meaning itself.
Strategy is a number of decisions and actions aimed at achieving goals (goals)
in adjusting organizational resources with the opportunities and challenges
faced in the industrial environment (Kuncoro,
2006).
Based on the results of observations and interviews
as well as documentation data, in general, the main supporting factors in
implementing integrated quality are the leadership of the madrasa principal,
education and training, communication and evaluation.
1)
Principal leadership.
In general, based on the results of observations,
interviews and documentation according to the descriptions of several private
Islamic Madrasah teachers at the Bandung City Ministry of Religion, that the
leadership of the madrasah principals in these three Madrasas is considered
quite good, this is based on the fact:
a)
The leadership of the madrasa principal tends to be democratic.
b) Actively involved in solving any problems that occur
in the madrasah.
c)
Can build and maintain trust.
d) Acting on data and facts.
e)
Able to create a conducive and pleasant work situation, and
f)
��Actively improve teacher
competence through programmatic education and training.
The successful implementation of TQM is the
responsibility of top management, namely the head of the madrasa. The
implications of the leadership pillar as a tool in implementing integrated
quality management must have a clear vision and mission or far-sighted future.
The leadership aspect is very essential in the development of quality.
Leadership is seen from a formal point of view, namely the madrasah principal
as the top leader is obliged to make improvements and control the
implementation of school activities and teachers in madrasas must be able to
establish a context in which students can optimally achieve their potential
through the impact of continuous progress caused by collaboration. between the
teachers and the students.
2)
Education and training
The ability to educate and train teachers varies, so
an effort is needed to assist teachers in finding appropriate strategies and
methods in learning so as to ensure quality improvement and solve their
respective learning problems. For this reason, based on the results of
interviews, observations and documentation in these three madrasas, a Working
Group program was developed Teachers (KKG) as a means to share knowledge and experiences in learning
between fellow teachers, in addition to providing opportunities for teachers to
take part in education and training both carried out by the Ministry of
Religion of the city of Bandung and other parties, such as the PKKM program and
the AKG Instrument.
3)
Communication
As a social community, communication is very necessary
for the clarity of the targets to be achieved. For this reason, according to
the madrasa head's explanation, the communication that is built is not only
two-way but multi-way communication for the sake of the perfection of the
program and the targets to be achieved from the madrasa's vision and mission,
as well as to find out the commitment of the teacher and his sincerity in
making changes and efforts to improve quality. and it seems that the regular
meetings that have been held so far have become one of the most effective means
of building communication in madrasas.
4)
Evaluation
Evaluation or assessment is an activity to find out
whether the activities that have been carried out are successful or not. So basically what is judged is:
a.
Program; namely the plan of activities that will be carried out both as
administrative staff, library staff, and laboratory staff.
b.
Process; namely the implementation of the planned program through
monitoring and supervision. If someone doesn't do their job well, I usually
call specifically to my room and I give directions or warnings.
c.
��Results; ie if the goal is not achieved means it is not
successful. (Results of Observations in three Private Islamic Madrasahs at the
Ministry of Religion of Bandung City in April 2020).
In this regard, the program in improving the quality
of madrasa teachers is expected to be in line with the national education
goals, namely "to develop the potential of students to become human beings
who believe and fear God Almighty, have noble character, are healthy,
knowledgeable, capable, creative, independent and become a democratic and
responsible citizen�.
2.
Implementation of the Quality Improvement
Goals and Programs for Private Madrasah Ibtidaiyah
Teachers at the Ministry of Religion of the City of Bandung
Implementation of the Quality Improvement Goals and Programs for Private Ibtidaiyah Teachers at the Ministry of Religion of Bandung
City is considered sufficient, both in terms of planning, organizing,
implementing and monitoring and evaluating so that the quality of education in
Private Ibtidaiyah at the Ministry of Religion of
Bandung City continues to increase, both seen from the learning as well as from
the percentage of graduation. However, efforts to improve it must still be
pursued considering that education is a process that always takes place
dynamically so that it requires sensitivity from all components of education,
especially the head of madrasas to always adapt to developments and changes
that occur in every era.
Based on the results of observations, interviews and documentation, that
the Implementation of Teacher Quality Improvement Goals and Programs both at
the Ministry of Religion of Bandung City and in these three Madrasahs in
general has been carried out according to the planned program. However, the
difference is that in the Bandung City Ministry of Religion, it is carried out
through a) Tahfidz Quran Religious Education
Development Training for Madrasah Supervisors and Teachers throughout the City
of Bandung b) Improving the Quality of School Health Business Management (UKS)
in MI, MTs, and MA in Bandung City and c) The Week of Sports and Arts (Porseni) for Madrasah Educators and Education Personnel,
Meanwhile at MIS Ad Dimyati it is carried out through
the development of four basic teacher competencies, namely pedagogic,
professional, social, and personality competencies.
Meanwhile at MIS Al Huda, it is carried out with 2 (two) main strategies,
namely through: 1) Improving academic quality; such as holding training
activities, Workshops, Orientations, Seminars, providing direction and guidance
to teachers, monitoring and evaluating the implementation of teacher duties 2)
Non-academic quality improvement, such as (a) Professionalism improvement, (b)
Career development, and (c) ) Welfare development.
Then in MIS. YAPISPA I is carried out through several steps, namely through: a.
Preparatory Activities; b. Learning implementation activities and c. Evaluation
activities through assessments on personal and instructional approaches through
pedagogic, professional, personality and social competence development.
Improving the quality of teachers in schools needs to be supported by the
managerial abilities of school principals. Schools need to develop from year to
year. Therefore, good relations between principals and teachers need to
establish a conducive and pleasant working climate and atmosphere (Endang Mulyasa, 2017). Strategic planning provides a forward-looking picture of how an
organization/agency can move towards its goals, in accordance with its mission
and vision, by utilizing internal potential and fixing internal weaknesses in
order to fill opportunities and threats that exist or come from their
environment. According to (Keban, 2008), There are nine main steps in the strategic planning process, which
consist of:
1)
Initial agreement,
the strategic plan is a document that must be mutually agreed between all
interested actors (stakeholders).
2)
Statement of
mandate, is what is required or requested by higher authorities, including what
is expected by the local community itself.
3)
Formulation of
vision, each institution or organization is expected to have a certain vision,
namely a description of the ideal conditions desired by stakeholders in the
future or within a certain period after the institution runs.
4)
Mission formulation;
Mission is a statement about what an organization or institution is founded on.
Or the mission is a justification for the presence of an institution, why the
institution does what it does.
5)
Analysis of internal
conditions, to be able to achieve the mission above, internal support is
needed, here an assessment of internal conditions is needed that can describe
the strengths and weaknesses possessed.
6)
Analysis of external
conditions, to be able to achieve the mission above requires a conducive
support from external factors. These factors must be assessed because they can
be opportunities but otherwise can be threats. Assessment of these factors can
be done by analyzing (1) the political, economic, social, technological,
physical and educational tendencies, (2) the role played by the parties who can
be invited to cooperate (collaborators) and the parties who can become partners.
competitors, such as the private sector, and other institutions, and (3)
support from parties who are sources of resources such as taxpayers, insurance,
etc.
7)
Determination of
strategic issues, from the results of the analysis of internal and external factors
above, it was found that many issues with the level of different strategies.
Here it takes a sharp mind to assess whether an issue can be considered
strategic or not. Usually the criteria used are (a) the importance of an issue,
namely the possibility of achieving the vision and mission if an issue being
assessed is allowed or otherwise intervened, (b) the impact or effect if the
issue is ignored or otherwise intervened.
8)
Formulation of
strategies, policies and strategic programs, the most fatal mistake is carrying
out the mission and realizing the vision but not through a clear strategy. All
strategies must be carried out so that the existing mission can be carried out
successfully and at the same time can realize the vision that has been formulated.
9)
Principles of
strategy implementation, in this section set out how the principles that must
be implemented in order to implement strategic programs. These principles
relate to the rules of the game that must be followed in (1) annual
program/project preparation, (2) program implementation design, (3) program
monitoring mechanism, (4) program evaluation mechanism and (5) corrective
action mechanism through feedback process.
Thinking strategically requires several stages starting from problem
identification to implementing the steps that have been obtained from the
conclusions, as stated�(Wahyudi, 2016), where the stages of strategic thinking can be explained as follows:
a.
Identification of
problems. This stage is trying to identify strategic problems that arise by
looking at the symptoms that follow. The identification process can be done by
holding a brainstorming or opinion poll.
b.
Problem grouping.
From the identification of the problem will emerge several diverse problems, to
facilitate the solution, one needs to group/classify these problems according
to their nature.
c.
Abstraction process.
After the problem groups are formed, the next step is to identify the critical
problems from each group. Furthermore, an analysis of the problem is carried
out in order to find the factors that cause the problem. This stage requires
thoroughness and patience because of these factors, a method / method of
solving it will be arranged.
d.
Determination of the
method / method of solving. After the abstraction stage is complete, the most
appropriate method/method is determined resolve/solve the problems identified
in the first stage. This solution method must be concrete and more specific.
e.
Planning for
implementation. The planning stage for implementation is an important step that
a person must take in order to apply the method/problem solving method in the
fourth stage.
(Altman & Taylor, 1973), put forward a general strategy for fostering discipline as follows:
a)
Self-concept, this
strategy emphasizes that each individual's self-concept is a factor of every
behavior. To foster self-concept, leaders are advised to be empathetic,
accepting, warm, and open so that employees can explore their thoughts and
feelings in solving problems.
b) Communication skills, the leader must accept all employee feelings with
communication techniques that can lead to compliance from within himself.
c)
Logical and natural
consequences, wrong behaviors occur because employees have developed false
beliefs about themselves. This encourages the emergence of wrong behaviors
called misbehavior. For that the leader is advised; a) pinpointing the purpose
of wrong behavior so as to assist employees in overcoming their behavior, and
b) exploiting the logical and natural consequences of misbehavior.
d) Value clarification, this strategy is carried out to assist employees in
answering their own questions about values and forming their own value system.
e)
Leadership
effectiveness training, this method aims to eliminate repressive and power
methods, such as punishment and threats through certain communication methods.
f)
Reality therapy,
leaders need to be positive and responsible (Enco Mulyasa, 2015).
To implement these strategies, principals must consider various
situations, and need to understand the factors that influence them.
3. Problems
Faced by Teachers in Implementing the Goals and Quality Improvement Programs
for Private Madrasah Ibtidaiyah Teachers at the
Ministry of Religion of Bandung City.
According to (E Mulyasa, Iskandar, &
Aryani, 2017), the role and function of the teacher is very influential on the
implementation of education in schools. So that teachers
must have teacher competence and certification so that the dignity of teachers
in their welfare, their rights have a balanced position with other professions.
In line with the opinion above according to (Rifai, 2019), In relation to improving the quality of education, it will not be
separated from the existence of several factors. The influencing factors will
be explained as follows:
Several factors that influence the improvement of the quality of
education are as follows:
a) Clarity of educational goals in Madrasah
b) Knowledge of students
c) Knowledge of teachers
d) Knowledge of supervised activities
e) Knowledge of teaching
a. Ability to
calculate time Education Quality Improvement Goals
Currently the Indonesian people are facing problems in the education
system, many graduates from Madrasas and even universities are not ready to
meet the needs of the community. This problem has an impact on the community,
students who are not ready to become responsible and productive citizens who
end up only becoming a burden on society. The student is a product of the
educational system that is not focused on quality, which in the end only
burdens the social welfare budget.
The existence of graduates of such educational institutions also has an
impact on the criminal justice system, because they are not prepared to meet
the needs of future generations, and what is even worse they end up becoming
citizens who feel alienated from their society�(Dikdasmen., 2011).
In quantity, the progress of education in Indonesia is quite encouraging,
but in terms of the quality of its development, it is still uneven. One of the
efforts currently being pursued by education practitioners in improving the
quality of education is by changing the curriculum. The main purpose of
education in improving quality is to produce people who are able to do new
things. , not just repeating what the previous
generation did, so that they can become creative human beings, inventors and
explorers.
While the second goal of quality education is to form a soul that is able
to be critical, prove and not take anything that is taught for granted. In
addition, quality improvement aims to establish or empower Madrasas through the
granting of authority, flexibility and resources to improve the quality of
education or Madrasahs.
Madrasah-based quality improvement management is a new paradigm of
education, which gives madrasah broad autonomy (involving the community) within
the framework of national education policies. Autonomy is given, so that
madrasas are free to design and manage resources and funds by allocating them
according to priority needs, as well as being more responsive to local needs.
Community empowerment is intended so that they better understand, assist, and
control the management of madrasa education.
Terry argues that planning is the selection and linking of facts and
actions and the use of thoughts for the future by describing and formulating
the activities needed to achieve the desired results�(Sukarna, 2012). Meanwhile, according to Mulyasa planning is a
systematic process in making decisions about actions to be taken in the future (Enco Mulyasa, 2011).
The implementation of madrasa-based quality improvement management is a
concept of madrasa empowerment in the context of improving the quality and
independence of madrasas. With Madrasah-Based Education Quality Improvement
Management, it is hoped that madrasa principals, teachers, and other personnel,
as well as stakeholders/local communities can carry out education in accordance
with the needs, developments of the times, environmental characteristics, and
demands of the times.
This empowerment is a very important tool to improve the performance of
the madrasa organization through the distribution of decision making and
responsibility, empowering all resources, the potential of madrasas in
improving the quality of education, according to Mulyasa
there are eight steps that can be carried out, namely: (1) arranging groups of
teachers as initial recipients of the empowerment program plan, (2) identify
and build groups of students in madrasas/schools, (3) select and train teachers
and community leaders who are directly involved in the implementation madrasa-based
quality improvement management, (4) forming a madrasah committee, consisting of
madrasah elements, community elements under the supervision of the local
government, (5) holding meetings of madrasah committee members, (6) supporting
ongoing group activities, developing harmonious relationship between madrasah
and community, and (8) organizing workshops for program evaluation (Enco Mulyasa, 2012).
According to (Fattah, 2012), that the standard operational procedure set by the education
unit/program has five main steps, namely: 1) SPMP socialization, 2) SPMP
implementation guidance 3) standard fulfillment 4) education quality assurance
and 5) education quality improvement.
The problems faced by teachers in implementing the goals and programs for
improving the quality of teachers at the Ministry of Religion in Bandung City
and in these three Madrasahs include, at the Ministry of Religion, the problem
is the shortage of supervisors, busy supervisors and the opportunity for
teachers to participate in program activities at the Religious Education and
Training Center (BDK) Very limited. As for MIS Ad dimyati,
the teacher in the field of study is not the same as his educational background
and the teacher's discipline is not maximized.
Meanwhile at MIS Al Huda, namely educators and education staff who do not
fully support school programs, situations and conditions that are not in
accordance with the plan, inadequate facilities and infrastructure, and limited
funds. Then at MIS Yapispa, namely Conflicting Time,
Diversity of HR Vision and Mission, Limited IT Personnel, Limited Sapras.
For this reason, the madrasa must make efforts so that these problems can
be overcome. So that quality educators are a dream for customers or customers,
many strategies are carried out by individual teachers and institutions to
improve teacher quality, such as: (1) through increasing the academic level,
(2) workshops, (3) upgrading, (4) increasing performance, (5) comparative
studies, and so on. The addition of knowledge and experience can raise the
quality of educators, meaning that they must always develop their capacity to
be role models, be examples, discuss and so forth. The
strategic steps taken to improve the quality of teachers in madrasas are (1)
lesson study training, (2) English language courses, (3) subject teachers'
meetings (MGMP), (4) coaching workshops and extracurricular training, (5)
syllabus development workshops. and learning tools, (6) conducting CAR, (7)
comparative studies, (8) participation of educators in improving the
performance of counselors, (9) training on multi-media devices.
The improvement and development of teacher quality covers various
aspects, including the ability of teachers to master the curriculum and
teaching materials, the ability to use methods and facilities in the learning
process, implementation and learning outcomes, and the ability to use the
environment as a source of learning, discipline and teacher commitment to the
task. The main purpose of implementing a quality improvement program is to
increase teacher competence so that the quality of education is increasing,
thus, education and training is an effort to develop Human Resources which aims
to ensure that they have the ability and ability to carry out tasks in
accordance with their obligations.
For this reason, the principal's task is to assist in developing the
professional teacher. Because the teacher is a person who teaches science, the
teacher must always update the material and teaching methods according to the
progress of the times, and if possible anticipate or
precede the existing era to prepare graduates that are suitable for their
future. The principal must arrange in such a way and collect information and
methods so that teachers can take turns to continue their studies, or take
turns following upgrading or other scientific meetings (Pidarta,
1995).
4.
Solutions and Future Improvement Efforts
Regarding Implementation of Quality Improvement Goals and Programs for Private
Madrasah Ibtidaiyah Teachers at the Ministry of
Religion of Bandung City
The quality of education is not a stand-alone concept but is related to
the demands and needs of the community. Quality is something that distinguishes
between good and vice versa, quality is also something that distinguishes
between success and failure. Quality is a community need to make changes that
occur move dynamically along with the times, so education too must be able to
balance changes that occur quickly, and be able to produce graduates who are in
accordance with the needs of the community (Sallis, 2012).
Quality education is also expected to be able to produce graduates who
not only have academic achievements, but also have non-academic achievements,
able to become reporters of change. Efforts to achieve good quality education
require seriousness from education administrators so that the education they
manage is able to develop and produce graduates who have the characteristics of
a complete Indonesian human as mentioned above, through operational actions in
the education process.
Solutions and future improvement efforts at the Ministry of Religion and
in these three Madrasahs have already been carried out. But the difference is
in the Ministry of Religion, namely by socializing the activities of Curriculum
Development and Evaluation of Madrasah Education, Development of Educators and
Education Personnel, Student Development, Development of Facilities and
Infrastructure, Institutional Development and Madrasah Information Systems.
education that supports school programs, training, seminars or workshops for
teachers, participation in education and training, cooperation with related
parties, both private and public. The Solutions and Future Improvement Efforts
at MIS Ad Dimyati are through the provision of
coaching, educators and educational staff who support school programs,
training, seminars or workshops for teachers, attending, education and
training, collaboration with related parties, both private and public.
Meanwhile, Solutions and Future Improvement Efforts at MIS. Yapispa
1 uses several approaches, namely: a personal approach and an instructional
approach, through several solutions, namely: Coordination with other teachers,
Coordination with Foundations and Committees, Guidance from Supervisors/PenMad,.
Active in KKG (Teacher Working Group).
The ability of educational institutions to empower educational resources
must be improved as optimally as possible, so that the output has a quality
that is in line with expectations. The effective school can be achieved by
using a good process approach viewed from an internal institution. Efficiency
of existing resources, and success in working mechanisms. It can be ascertained
that it has become a must if an educational institution If you want progress in
order to improve the quality of graduates so that they are able to meet the
needs of stakeholders, they are required to have quality human resources,
effective and well-established management.
So what is meant by quality of education is the quality of teachers, both
their understanding or ability to teaching and learning interactions whose
indicators can be seen from student learning achievements, whether it is
achievement in taking semester exams or achievements in taking final exams. The
definition of quality is the superiority of a product in the form of goods or
services that satisfy and fulfill customer desires and customer needs. In the
context of education, the notion of quality in this case refers to the
educational process and educational outcomes (Sallis, 2006).
The quality of education is a match between the needs of interested
parties (stakeholders) and the services provided by education managers. The
educational philosophy framework in the development of quality schools is the
suitability of school inputs, processes and outcomes with the needs of
stakeholders. This philosophical framework must be the frame of mind for all
components of education providers in the education unit.
The education quality standard is called the National Education Standard
(SNP). In Law No. 20 of 2003 article 35 paragraph 1 it is stated that the
National Education Standards consist of standards of content, processes,
competence of graduates, education personnel, facilities and infrastructure,
management, financing and assessment of education must be improved in a planned
and periodic manner (UU SIDIKNAS No. 20 of 2003, CHAPTER IX National Education
Standards, Article 35 paragraph 1).
The quality of education above, if associated with the quality of
madrasas, can be interpreted as quality madrasas or high quality
madrasas. The term quality has quite a variety of meanings, contains many
interpretations and contradictions. This is because there is no standard
measure of quality itself. So it would be difficult to
get the same answer whether something is quality or not. However, there are
general criteria that have been agreed upon that something is said to be of
good quality, definitely when it is of good value or contains a good meaning.
Essentially the term quality refers to a measure of assessment or award given
or imposed on goods and or their performance (Komariah & Triatna,
2006).
Because education is the main factor in the formation of the human
person. Education plays a very important role in shaping the good or bad of the
human person according to normative standards. Realizing this, the government
is very serious in dealing with the field of education, because with a good
education system, it is hoped that the next generation of quality will emerge
and be able to adapt to live in society, nation and state.
Educational reform is a response to the development of global demands as
an effort to adapt an education system that is able to develop human resources
to meet the demands of a developing era. Through education reform, education
must have a vision of the future that provides guarantees for the realization
of human rights to develop all of their potential and achievements optimally
for the welfare of life in the future.
Along with the development of a very fast and modern era, the world of
education is increasingly full of dynamics. In Indonesia itself, this dynamic
can be seen from the incessant number of problems that surround the world of
education.
The decline in the quality of education in Indonesia in general and the
quality of higher education specifically viewed from a macro perspective can be
caused by the poor national education system and low human resources (A Hadis, 2010). Education is basically an effort to develop human resources (HR),
although HR development efforts are not only carried out through education,
especially formal education (schools). But until now, education is still seen
as the main means and vehicle for human resource development which is carried
out in a systematic, programmatic, and tiered manner..
Educational progress can be seen from the ability and willingness of the
community to capture the process of informatization and technological progress.
Due to the rapid process of informatization due to technological advances, the
horizon of life in the world is increasingly expanding and at the same time
shrinking. This means that various problems in human life have become global
problems or at least cannot be separated from the influence of events in other
parts of the world, both political, economic and social issues.
According to Crosby in Hadith and (A Hadis, 2010) Quality is conformance to requirements, that is, according to what is
required or standardized. A product has quality apabila
in according to predetermined standards, these quality standards cover raw
materials, production processes, and finished products.
According to Deming in Hadith and (Abdul Hadis, 2003) Quality is conformity to market or consumer needs. Quality is: a dynamic
condition related to products, workforce, processes and tasks and the
environment that meet or exceed customer expectations. With these quality
changes, it is necessary to increase or change the skills of the workforce,
production processes and tasks, as well as changes to the company's environment
so that products can meet and exceed consumer expectations. Garvi
and Davis, in (Abdul Hadis, 2003).
In view Zamroni �It is said that
improving the quality of schools is a systematic process that continuously
improves the quality of the teaching and learning process and the factors
related to it, with the aim that the school's targets can be achieved more
effectively and efficiently�(Zamroni, 2015).
To improve the quality of education we need to look at it from many
sides. Many education experts have expressed their opinions about the causes
and solutions to overcome the decline in the quality of education in Indonesia.
With expert scientific input, the government does not remain silent so that the
national education goals are achieved
From a macro perspective, there are many factors that affect the quality
of education, including curriculum factors, educational policies, educational
facilities, application of information and communication technology in
education, especially in teaching and learning activities, application of
methods, strategies and educational approaches that are up to date and modern,
evaluation methods proper education, adequate education costs, professionally
implemented education management, human resources for education practitioners
who are trained, knowledgeable, experienced and professional (Abdul Hadis, 2003).
Teachers are one of the factors that affect the quality of education,
which helps children reach their individual maturity (Majid,
2012). The teacher in the professional sense is "every person who has
special abilities and expertise in carrying out tasks in the field of teaching
to provide knowledge, skills and skills to students with the aim of developing
all aspects of their personality (Shobri,
2017).
The teacher's role is very decisive in efforts to improve the quality of
education. For that the teacher as an agen
learning is required to be able to carry out the learning process as well
as possible within the framework of educational development.
The teacher has a very strategic function and role in the development of
the education sector, and therefore the function of the teacher needs to be
developed as a dignified profession. Law No. 14 of 2005 concerning Teachers and
Lecturers Article 4 implies that teachers as learning agents function to
improve the quality of national education. In Law no. 20 of 2003 concerning the
National Education System (SISDIKNAS), in article 42 paragraph (1) that
educators must have minimum qualifications and certification in accordance with
teaching authority, be physically and mentally healthy, and have the ability to
realize national education goals. This is confirmed again by PP No.19 of 2005
concerning National Education Standards (SNP) article 28 paragraph (1)
educators must have academic qualifications and competencies as learning
agents, physically and mentally healthy, and have the ability to realize
national education goals. Teacher competencies as referred to in this article
include; pedagogic competence, personality competence, social competence, and
professional competence obtained through professional education (Article 10
paragraph 1).
1)
Pedagogic Competence
National Education Standards (SNP), the explanation of article 28 (3)
points above states that pedagogic competence is the ability to manage student
learning which includes understanding of students, designing and implementing
learning, evaluating learning outcomes, and developing students to actualize
various competencies they have.
2) Professional Competence
National Education Standards (SNP), the explanation of article 28 (3)
point c states that what is meant by professional competence is the ability to
master learning materials broadly and deeply which allows guiding students to
meet the competency standards set out in the National Education Standards. The
professional competence of a teacher must at least have mastery including: 1)
Subject matter broadly and in depth in accordance with the standard content of
the educational unit program, subject, and or group of subjects to be taught,
and 2) Concepts and methods of scientific disciplines, technology or art
relevant, conceptually overshadowing or coherent with the educational unit
program, subject, and/or group of subjects to be taught.
3) Personality Competence
National Education Standards (SNP), the explanation of article 28 (3)
point b, stated that what is meant by personality competence is the ability of
a personality that is steady, stable, mature, wise, and authoritative to be a
role model for students and have noble character. discipline of psychology
which has the meaning as "the intrinsic nature that is reflected in a
person's attitude". The word personality is taken from the translation of
a word that comes from English, namely the word personality, which has the
meaning of a person's characteristic and distinctive behavior that distinguishes
him from others.
4) Social Competence
The National Education Standard (SNP), an explanation of article 28
paragraph (3) itemd, states that what is meant by
social competence is the ability of teachers as part of the community to
communicate and interact effectively with students, fellow educators, education
staff, parents or guardians of students, and the surrounding community.
Based on the description above, it can be understood that the competency
standard for educators (teachers) is a set or required measure in the form of
mastery of knowledge and behaving like a teacher to occupy functional positions
according to the field of duty, qualification and level of education so that
the quality of teachers can be known. Teacher competency standards aim to
obtain a standard reference in measuring teacher performance to obtain teacher
quality assurance in improving the quality of the learning process. Educators
or teachers are the main key for the successful implementation of improving the
quality of education. For this reason, teacher professionalism must be improved
and developed. The improvement and development of professionalism includes
various aspects, including: (1) the ability of teachers to master the
curriculum; (2) subject matter; (3) the ability to use learning methods and
facilities; (4) carry out the assessment of learning processes and outcomes;
and (5) discipline, commitment to duty (Danim,
2003).
According to Nur Kholis, the teacher
development program has 5 phases, namely, Readiness, Planning, Training,
Implementation, and Maintenance.
1)
Readiness describes
a process of identifying a solution to a problem and choosing between one to use.
2)
Planning (Planning)
relates to the formulation of a detailed long-term plan.
3)
Training is related
to the mastery of the material, skills and attitudes needed to produce what are
the goals of development.
4)
Implementation
relates to providing resources and helping individuals to learn about the
innovation.
5)
Maintenance is
intended as a continuous monitoring effort in ascertaining whether new
behaviors have been practiced and goals have been achieved. (James, Baker, & Swain, 2008).
Implementation of Objectives and Teacher Quality Improvement Program, is
an activity to achieve the objectives, carried out by individuals in donating
their best efforts through actions that have been set before.
Implementation of Teacher Quality Improvement Goals and Programs
conducted by the principal is not only focused on education personnel,
especially teachers, but also to non-educational personnel, or other school
staff. Because the improvement of the quality of guu
has a very important function, especially for teachers who aim to improve
pedagogic, professional, civility and social skills and improve the quality of
learning, because teachers are the spearhead of the implementation of Teaching
and Learning Activities (KBM), and this has a direct effect on the educational
process that ultimately impacts the quality of education.
The head of Madrasah and supervisor of the Ministry of Religious Affairs
need to conduct sustainable professional coaching in accordance with the needs,
providing motivation and perception, tauladan,
continuous surveillance system, as well as riward and
educational punishment. This provides logical consequences can increase work
motivation, provide maximum service in PBM, the emergence of self-awareness to
continue to make various changes.
CONCLUSION
Based on
the above research on "Madrasah Ibtidaiyah
Teacher Quality Improvement Strategy in the Ministry of Religious Affairs of
Bandung City" (Research on MIS Ad Dimyati, MIS
AL HUDA and MIS YAPISPA 1 Bandung City), it can be concluded as follows: The
purpose of improving the quality of teachers from the Ministry of Education and
these three Madrasah all have a purpose, and in general the purpose of
improving the quality of teachers in these three madasah
refers to the vision of the mission of each school , but the difference lies in
the Implementation of Objectives and Teacher Quality Improvement Programs in
these three Madrasahs in general have been equally carried out in accordance
with the planned program. The problems faced by teachers in implementing the
objectives and programs of Teacher Quality Improvement in the Ministry of
Education and in these three Madrasahs, among others, in the Ministry of
Bandung lack of supervisors, busy supervisors and Teacher Opportunities to participate
in the program activities in the Religious Training Center is very limited.
Solutions and Improvement Efforts in the future in Kemenag
and in these three Madrasah have been both done. But the difference in Kemenag, namely by socializing the activities of Curriculum
Development and Evaluation of Madrasah Education, Development of Educators and
Educational Personnel, Student Developers, Development of Facilities and
Infrastructure, Institutional Development and Information Systems, is being in
the three Madrasah solutions through the provision of coaching, Educators and
educational personnel who support the school program, Training seminars or
workshop Teachers, Following, Education and Training, Cooperation with Related
Parties� either private or state.
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