MANAJEMEN PEMBELAJARAN DALAM PENGEMBANGAN KOMPETENSI PESERTA DIDIK DI PONDOK MODERN DARUSSALAM GONTOR KAMPUS 7 KALIANDA LAMPUNG SELATAN

IQBAL MUSTOFA, FATHURRAHMAN (2026) MANAJEMEN PEMBELAJARAN DALAM PENGEMBANGAN KOMPETENSI PESERTA DIDIK DI PONDOK MODERN DARUSSALAM GONTOR KAMPUS 7 KALIANDA LAMPUNG SELATAN. Masters thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Pendidikan abad ke-21 menuntut peserta didik tidak hanya menguasai pengetahuan, tetapi juga memiliki kemampuan berpikir kritis, kreativitas, komunikasi, dan kolaborasi. Untuk memenuhi tuntutan tersebut, diperlukan manajemen pembelajaran yang mampu mengembangkan kompetensi peserta didik secara optimal pada aspek kognitif, afektif, dan psikomotorik. Pondok Modern Darussalam Gontor Kampus 7 Kalianda Lampung Selatan menerapkan sistem pendidikan terpadu berbasis Kulliyatul Mu’allimin al-Islamiyah (KMI) yang mengintegrasikan pendidikan akademik, karakter, kedisiplinan, bahasa, dan keterampilan. Oleh karena itu, penelitian ini bertujuan untuk menganalisis manajemen pembelajaran dalam pengembangan kompetensi peserta didik di Pondok Modern Darussalam Gontor Kampus 7 Kalianda Lampung Selatan. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Sumber data penelitian terdiri dari direktur KMI, bagian pengajaran, guru, wali kelas, dan peserta didik. Teknik analisis data menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Adapun keabsahan data dilakukan melalui triangulasi sumber, teknik. Hasil penelitian menunjukkan bahwa: (1) Perencanaan pembelajaran dilakukan melalui perumusan tujuan pembelajaran yang mengacu pada kurikulum KMI , penyusunan materi berbasis umum dan agama dan metode pembelajaran yang mengacu pada praktik mengajar atau tarbiyah amaliyah. Perancangan program pembelajaran yang berorientasi pada pengembangan kompetensi peserta didik; (2) Pengorganisasian pembelajaran dilaksanakan melalui pembagian peran guru dalam pembinaan kompetensi kompetensi peserta didik seperti wali kelas dan guru pengajar. Koordinasi dan mekanisme kerja pembelajaran dilaksanakan melalui komunikasi, evaluasi, dan kerja sama antara guru, wali kelas, master teacher atau guru ahli, staf pembelajaran. Penyediaan sumber belajar yang mendukung pengembangan kompetensi peserta didik melalui pengelolaan fasilitas, media, program pembelajaran, serta lingkungan pendidikan yang mendukung proses pembelajaran peserta didik secara menyeluruh (3) Pelaksanaan pembelajaran dilakukan melalui penerapan metode pembelajaran integtratif yaitu menggabungkan pembelajaran umum, agama dan bahasa. Penanaman nilai dan karakter melalui keteladanan dan pembiasaan. Serta penerapan praktik program pembelajaran seperti manasik haji, fathul kutub, fathul mu’jam, tarbiyah amaliyah dan rihlah iqtishodiah (4) Pengawasan pembelajaran dilakukan melalui evaluasi pembelajaran berupa ujian lisan (syafahi), ujian tulis (tahriri) penilaian praktik. Supervisi pembelajaran melalui kritik pengajaran naqdu tadris, pengesahan persiapan mengajar tanqihul i’dad, pengecekan persiapan mengajar taftis fuja’i, dan muroqobatul fashal atau keliling kelas dan piket keliling. ABSTRACT Twenty-first-century education requires students not only to master knowledge but also to possess critical thinking, creativity, communication, and collaboration skills. To meet these demands, learning management is needed to optimally develop students’ competencies in cognitive, affective, and psychomotor domains. Pondok Modern Darussalam Gontor Campus 7 Kalianda, South Lampung, implements an integrated educational system based on Kulliyatul Mu’allimin Al-Islamiyah (KMI), which integrates academic education, character building, discipline, language proficiency, and life skills. Therefore, this study aims to analyze learning management in developing students’ competencies at Pondok Modern Darussalam Gontor Campus 7 Kalianda, South Lampung. This study employed a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation. The research participants consisted of the Director of KMI, the Teaching Department, teachers, homeroom teachers, and students. Data analysis used the Miles and Huberman model, including data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings reveal that: (1) learning planning was carried out through formulating learning objectives based on the KMI curriculum, preparing general and Islamic learning materials, applying teaching methods referring to Tarbiyah Amaliyah (teaching practice), and designing learning programs oriented toward developing students' competencies; (2) learning organizing was implemented through assigning teachers' roles as subject teachers and homeroom teachers, coordinating learning activities through communication, evaluation, and collaboration among teachers, homeroom teachers, master teachers, and academic staff, as well as providing learning resources through educational facilities, instructional media, learning programs, and a supportive educational environment; (3) learning implementation was conducted through an integrative learning approach combining general, Islamic, and language education, character building through role modeling and habituation, and practical programs such as Manasik Hajj, Fathul Kutub, Fathul Mu'jam, Tarbiyah Amaliyah, and Rihlah Iqtishodiyah; and (4) learning supervision was conducted through oral examinations (Syafahi), written examinations (Tahriri), practical assessments, and instructional supervision through Naqdu Tadris (teaching critique), Tanqihul I'dad (lesson plan validation), Taftisy Fuja'i (sudden lesson plan inspection), and Muroqobatul Fashl (classroom supervision).

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