PENDIDIKAN DAN PELATIHAN (DIKLAT) SUMBER DAYA GURU DI MAN 1 PESAWARAN

RIZKA, FITRIANI (2024) PENDIDIKAN DAN PELATIHAN (DIKLAT) SUMBER DAYA GURU DI MAN 1 PESAWARAN. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Pendidikan dan pelatihan adalah semua upaya yang dilakukan untuk mengembangkan, serta meningkatan kompetensi guru melalui peningkatan kemampuan. Melalui pendidikan dan pelatihan (diklat) bermaksud memperbaiki dan mengembangkan sikap, perilaku, keterampilan dan pengetahuan para guru dalam melaksanakan tugas nya. Ada pun pendidikan dan pelatihan (diklat) penting dalam pengembangan keprofesionalitas guru, dan bertujuan untuk mengembangkan kompetensi-kompetensi sekaligus membantu guru dalam meningkatkan kemampuan dan keterampilannya dalam kegiatan pembelajaran di kelas. Akan tetapi dalam implementasi di MAN 1 Pesawaran masih terdapat guru-guru yang belum mengikuti diklat, sehingga terdapat adanya perbedaan kompetensi antar guru di MAN 1 Pesawaran. Penelitian ini bertujuan untuk menganalisis 1) Tujuan dan sasaran diklat, 2) Materi diklat, 3) Metode diklat, 4) Lama waktu pelaksanaan diklat, 5) Peserta diklat yang dipilih dalam mengikuti kegiatan diklat. Penelitian ini menggunakan penelitian kualiatif desktiptive dengan pendekatan field research. Metode pengumpulan data pada penelitian ini dilakukan dengan observasi, wawancara, dan dokumentasi. Adapun sumber data dalam penelitian ini didapatkan dari kepala madrasah, waka kurikulum, dan guru yang telah mengikuti diklat sebagai informan. Tahapan analisis data, mulai reduksi data, penyajian data dan penarikan kesimpulan dan uji keabsahan data menggunakan triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa dalam kegiatan diklat yang diikuti oleh para guru di MAN 1 Pesawaran kepala madarasah telah melakukan sosialisasi mengenai tujuan kegiatan diklat namun dalam penetapan sasaran peserta diklat, kepala madrasah belum memiliki standar kriteria khusus yang terinci dalam menentukan sasaran peserta diklat. Selanjutnya materi diklat yang diterima oleh para guru sudah mengikuti perkembangan zaman dan sesuai dengan kebutuhan kompetensi yang akan dicapai. Penggunaan kombinasi metode diklat bervariasi selama kegiatan berlangsung, peran aktif peserta diklat seperti menyimak pelatihan, mengikuti diskusi tanya jawab, serta mengerjakan tugas-tugas yang diberikan selama kegiatan diklat berlangsung. Namun dalam hal komunikasi yang digunakan oleh iv instruktur pada kegiatan diklat yang diikuti para guru MAN 1 Pesawaran masih terdapatnya komunikasi 1 arah selama diklat berlangsung sehingga materi yang diterima oleh para guru ini tidaklah maksimal. Kepala madrasah telah mengagendakan kegiatan diklat secara rutin, terlihat dari memberikan jadwal dan arahan kepada para guru untuk mengikuti kegiatan diklat paling sedikit dalam kurun waktu 1 bulan sebanyak 2-3 kali. Kata Kunci: Pendidikan, Pelatihan, Sumber Daya Guru v ABSTRACT Education and training are all efforts made to develop, as well as enhance the competence of teachers through the improvement of abilities. Through education and training (diklat) is meant to improve and develop attitudes, behaviors, skills and knowledge of the teachers in the performance of their duties. There are also education and education (dikrat) important in the development of teacher professionalism, and aims to develop the competences while helping teachers to improve their abilities and skills in learning activities in the classroom. However, in the implementation of MAN 1 Counseling there are still teachers who have not followed the course, so there is a difference in competence between teachers in MAN 1 counseling. This study aims to analyze 1) Purpose and objectives of the draft, 2) The draft material, 3) Methods of drafting, 4) The length of the execution of drawing, 5) The drawing participants selected in following the drawing activities. This research uses descriptive qualitative research with a field research approach. The method of gathering data on this study is done with observations, interviews, and documentation. As for the sources of data in this study obtained from the head of the madrasah, the curriculum wacha, and the teachers who have followed qualified as informants. Phases of data analysis, starting data reduction, data presentation and conclusion withdrawal and data validity testing using source triangulation and triangulation techniques. The results of the research showed that in the training activities followed by the teachers in MAN 1 The Madrasah chief counsel has conducted socialization regarding the purpose of the training but in the setting of the targets of the participants, the head of the madrasah has not yet had the standard of specific criteria that are detailed in determining the target of the students. Furthermore, the materials received by the teachers have followed the evolution of the times and in accordance with the needs of the competence to be achieved. The use of a combination of dictated methods varies throughout the course of the activity, the active role of the participant vi is chatted such as attending the training, following the question-and�answer discussions, as well as working on assigned tasks during the development of the dicated activity. However, in the case of the communication used by the instructors in the dictated activities followed by the teachers MAN 1 Counseling there is still a one-way communication during the dicat so that the material received by these teachers is not maximum. The head of the madrasah has scheduled the activities on a regular basis, seen from giving the schedule and instructions to the teachers to follow the activities at least in the course of a month as many as 2-3 times. Keywords: Education, Training, Teacher Resources

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