5586 14708 1 PB
5586 14708 1 PB
01 (2023)
Available online at https://ejournal.unuja.ac.id/index.php/icesh
Abstract:
In order to realize the achievement of ideal and professional Islamic Religious
Education teachers, a managerial approach is needed to increase the competence
of these teachers, which includes aspects of planning, organizing, and
supervising. The Madrasah-based management approach is very appropriate to
use as an analytical knife in order to increase the competence of Islamic Religious
Education teachers. This study uses qualitative research with a descriptive
approach. This study aims to analyze and understand increasing PAI teachers'
competence from the madrasah-based management perspective.
Keywords: Improvement, Competence, PAI Teachers, Madrasah-Based Management
INTRODUCTION
Entering this era of globalization, the development of science and technology is
taking place so rapidly known science and technology, which is part of the culture itself,
the higher the demands of human life. For this reason, the readiness of educational
institutions is needed to answer all challenges due to the development of this culture.
Therefore, education must be able to anticipate this by preparing students to live
generally according to the socio-cultural development of their society(Rubini, 2019).
Education attempts to deliver humans to a perfect level, while education and
teaching are fairly complex problems where many factors influence them. One such
factor is the teacher. The teacher is a component that plays an essential and decisive role
in the success of the teaching and learning process(Wahid, A., Naemuddin, R.,
Suhermanto, S., & Wafa, 2022). The teacher's success in conveying the material depends
on the smooth communication interaction between the teacher and his students.
Achievement of learning objectives in the process of teaching and learning results
are measured or determined by a learning achievement. The success or failure of a
student in learning activities can be seen from the learning outcomes or what we often
know as learning achievement(Wahid, A., Naemuddin, R., Suhermanto, S., & Wafa,
2022). Learning achievement, according to Tulus, is the result achieved by a person when
doing certain tasks or activities. If viewed from the student's element, many factors
influence this learning achievement, both within the student and outside the
student(Arikunto, S., & Pendidikan, 2013). Factors that exist in students are
physiological and psychological. For example, perception, interest, attitude, motivation,
talent, IQ, etc. At the same time, factors outside the students themselves include their
environment, parents' socioeconomic conditions, and so on. Teachers are required to be
creative in determining strategies and being able to use the tools provided by the school
because it does not rule out the possibility that these tools will continue to develop in the
era of globalization. Therefore, as a profession with mandated tasks, teachers must have
adequate knowledge and understanding of various learning strategies and media. this is
considered important for increasing enthusiasm and motivation for students(Al Hikam,
F. M., Santoso, K., & Wiyono, 2022). Teachers are also required to be able to condition
themselves and improve their competence to anticipate the changes and developments
that occur. A teacher is expected not only to teach science but also to instil noble values
RESEARCH METHODS
research was to produce descriptive data in the form of written or spoken words
from people and observable behaviour through in-depth interviews with informants,
which consisted of school principals, vice heads of curriculum, student affairs, public
relations, facilities, teachers of Islamic Religious Education material in Madrasas(Albi,
2018).
CONCLUSION
Efforts to increase the competence of teachers of Islamic Religious Education in
madrasas from the perspective of madrasah-based management are carried out using;
cultural change, improving the quality of human resources, providing continuous
motivation, educational supervision, and continuous evaluation. The results of efforts to
increase the competency of Islamic Religious Education teachers in madrasah-based
management perspectives are evident in the professionalism of Islamic Religious
Education teachers, which can be seen from; discipline in carrying out duties and
responsibilities, improving the quality of teacher human resources, increasing work
REFERENCES