Manajemen Pemberdayaan Guru pada Lembaga Pendidikan Islam: Studi Multikasus di MAN 2 Pontianak dan SMA Mujahidin Pontianak

ABSTRAK

Perkembangan lembaga pendidikan Islam sangat dipengaruhi oleh kompetensi guru. Pemberdayaan guru yang efektif dengan landasan nilai-nilai dan prinsip yang tepat dapat meningkatkan kualitas lembaga pendidikan Islam. Tujuan penelitian ini untuk menganalisis dan menemukan; 1) konsep pemberdayaan guru, 2) pola pemberdayaan guru, dan 3) evaluasi pemberdayaan guru di MAN 2 dan SMA Mujahidin Pontianak.

Penelitian ini menggunakan pendekatan kualitatif, jenis studi kasus dengan rancangan multikasus (multi-case studies). teknik pengumpulan data menggunakan wawancara mendalam (indepth interview), observasi partisipan (participation observation) dan dokumentasi (documentation). Pengecekan keabsahan data dilakukan melalaui kredibilitas, transferabilitas, dependabilitas dan konfirmabilitas. Analisis data kasus individu digunakan teknik analisis interaktif Miles & Huberman sedangkan analisis multikasus menggunakan teknik analisis induktif (inductive analysis) dengan membandingkan persamaan dan perbedaan kedua kasus.

Temuan penelitian adalah: (1) konsep pemberdayaan guru menekankan pada pemberian kesempatan beraktualisasi diri. Landasan nilai religius, sosial, profesional, humanis, kekeluargaan, tolong-menolong. Prinsip spirit kerja adalah ibadah, peningkatan diri adalah berkarya, pengembangan adalah pengabdian. (2) pola pemberdayaan guru menggunakan enam dimensi yang terintegrasi, yaitu; a. akses terhadap informasi, b. akses terhadap sumber daya, c) dukungan, d) peluang, e) kesiapan dan kemauan, dan f) komitmen. Strategi pemberdayaan guru dengan komunikasi formal dan non-formal, pemberdayaan Pengembangan Keprofesian Berkelanjutan (PKB), pendelegasian tugas, pemanfaatan peluang eksternal. Langkah- langkah digunakan identifikasi, analisis dan penetapan program/tujuan. (3). Evaluasi pemberdayaan guru diterapkan pendekatan penyelarasan kinerja (action, use dan impact). Model Penilaian Kinerja Guru (PKG), pembinaan supervisi akademik, berbasis motivasi dan kinerja.

Temuan formal penelitian ini adalah Manajemen Pemberdayaan Guru Berbasis Self-Actualization.

ABSTRACT

The development of Islamic institution is influenced by teacher competencies. The effective teacher empowerment is based on the proper values and principles which can increase the quality of Islamic institution. The purpose of this study is to analyze and to find out; (1) the concept of teacher empowerment, (2) the pattern of teacher empowerment, and (3) the evaluation of teacher empowerment in MAN 2 Pontianak and SMA Mujahidin Pontianak.

This study uses qualitative approach with multi-cases studies. Data collecting techniques are in-depth interviews, participant observation and documentations. Data validity using a credibility, transferability, dependability, and confirmability. Data analysis technique with a single analysis is interactive analysis of Miles & Hubberman, while multi-cases analysis is inductive analysis by comparing the similarities and differencies of both cases.

The results are: (1) the concept of teacher empowerment emphasizes on providing the opportunity of self-actualization. Basic values of teacher empowerment are religious, social, professional, humanist, kinship and mutual cooperation. Principles of teacher empowerment are worship, self-improvement is always make a creation, and the development is dedication. (2) the patterns of teacher empowerment are six integrated dimensions, they are; a) access towards information, b) access towards resources, c) supports, d) opportunities, e) readiness and willingness, and f) commitment. Strategies of teacher empowerment are the formal and non formal communication, the empowerment of continuous professional development, the tasks delegation and the use of external opportunities. The steps of teacher empowerment are identification, analysis and determine the purpose or program. (3) the evaluation of teacher empowerment applies the performance alignment approaches (action, use and impact). The model of the teacher performance evaluation and fostering academic supervision are based on motivation and performance.

Formal result of this study is the management of teacher empowerment based self-actualization