The problem facing the madrasa today, is that there are still very fundamental internal problems, in all the education system, especially the management system and a low work ethic, the quality and quantity of inadequate Educators, ineffective curricula, and physical facilities and facilities that are still not enough. Because these factors make the madrasa receive less response from the community, so that its existence becomes marginalized from the world of education. Although many problems arise from the implementation of the Islamic education system in the madrasa as mentioned above, there are several Islamic education institutions (madrasas) in South Lampung that it turns out that it can be considered superior and able to compete with other advanced school institutions - even some of the madrassas are much in demand by the public even though they are private, namely MTs Mathla'ul Anwar Cintamulya, MTs. Hidayatul Mubtadii Jati Agung and MTs. Al Ishlah Sukadamai Natar. Research in three madrasa institutions, this study produced several findings, namely, that first, Educator resource development is based on self-evaluation and needs analysis, program preparation, program implementation; Conduct implementation evaluation; Achievement target; and Orientation of resource development Educators for madrasas. Second, the Educator HR development strategy starts from the "buy" (recruitment) and "make" (coaching / development) process. Third, the form of activities in the context of educating / developing HR Educators is carried out correctly and systematically according to quality standards. Likewise with the development of educational resources (employees) carried out by: planning, training and development, assessment of the percentage of work, employee reward / career planning. The HR development strategy of employees is almost the same as Educators, which starts from the process of "buy" (recruitment) and "make" (coaching / development), which is then carried out correctly and systematically in accordance with quality standards. can be achieved if HR (Educators and Education staff) are optimized through reliable management.
AbstrakAlthough educationcost is not the only factor to create quality,a good education process is highly determined by the sufficiency of funds. Cost is one of the resources that directly supports the effectiveness and efficiency of education management. The higher the education cost spent, the greater the quality of education that one will experience.
Pelaksanaan pembelajaran sebagai usaha mengelola pembelajaran yang efektif dan efisien. Kegiatan belajar mengajar menjadi semakin mudah apabila menerapkan manajemen dengan baik. Peneraapan sistem manajemen perencanaa, pelaksanaa, dan evaluasi sebagai langkah pembelajaran untuk memudahkan penyampaian informasi atau bahan ajar. Tujuan penelitian ini untuk mengetahui: penyusunan perencanaan pembelajaran, pelaksanaan pembelajaran, evaluasi manajen pelaksanaan pembelajaran SMP Qur’an Darul Fattah Lampung Selatan. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan studi dokumentasi. Subjek penelitian adalah guru, kepala sekolah, pengawas, dan siswa. Hasil penelitian menunjukkan: Perencanaan pembelajaran yang disusun oleh guru berdasarkan kurikulum dengan berpedoman pada BSNP. Perangkat pembelajaran disusun oleh guru kelas VII, VIII dan IX bidang studi, IPA, IPS dan TIK. Perangkat tersebut diserahkan kepada kepala sekolah pada setiap awal semester untuk ditandatangani. Perangkat yang disusun meliputi minggu efektif, prota, prosem, silabus dan RPP. Pembelajaran tidak semua dilaksanakan berdasarkan perencanaan yang telah disusun. Hal ini disebabkan keterbatasan media dan waktu pelaksanaan yang tidak sesuai. Kegiatan pembelajaran belum sepenuhnya dilaksanakan secara sistematis melalui proses eksplorasi, elaborasi dan konfirmasi. Pada kegiatan pendahuluan guru melakukan absensi, apersepsi, memotivasi siswa dan memberitahukan tujuan pembelajaran. Pada kegiatan inti, guru menerapkan metode tanya jawab, demonstrasi, pembelajaran langsung, praktek dan penugasan. Pada akhir pembelajaran guru memberitahukan materi yang akan dibahas pada pertemuan selanjutnya, memberikan tugas, menegaskan kembali materi yang telah diajarkan dan guru bersama siswa mengambil kesimpulan. Evaluasi yang dilakukan oleh guru lebih sering menilai keaktifan siswa, cara kerjanya dan hasil yang dikerjakannya. Evaluasi sering diambil nilai praktek, karena setiap pembelajaran selalu dilakukan di lab dan selalu ada tugas yang harus dipraktekkan.
This study sought to explore the principals’ leadership in private Madrasah Aliyah schools on teachers’ professionalism in the learning process. It applied a quantitative approach with a survey method. Fifty-five teachers served as the samples, which were taken from two private schools in the South Lampung region. Data was collected through a questionnaire. Two instruments were constructed: the first is based on the indicators of leadership using talent management from Gallardo-Gallardo & Thunnissen, and the second is based on teacher competence. The r-test, with the assistance of SPSS 25, was applied to analyze the data. The results indicate an influence of the principals’ leadership on teacher competence. This is evidenced by the results of the r-test showing the value of sig. 0.000. This shows a significant relationship between the principals’ leadership and the teachers’ professionalism in Madrasah Aliyah. Leadership is one of the determining factors in improving teachers’ professionalism, school performance, and a conducive learning process.
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