Pengembangan Sumber Daya Manusia Guru: Studi multikasus di MAN 3 Malang dan SMAN 3 Malang
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Institusion
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Author
Hazawawi, Muhtar
Subject
Datestamp
2018-02-26 02:53:46
Abstract :
ABSTRAK Kualitas sumber daya manusia guru di Indonesia berada pada posisi kurang menguntungkan dibandingkan negara negara lain. Mengapa ini terjadi? Apa yang salah dalam pengembangan SDM di Indonesia? Pengembangan SDM guru merupakan modal kapital yang menghasilkan pengembalian (return) dan setiap pengeluaran yang dilakukan dalam dalam rangka mengembangkan kualitas guru merupakan kegiatan investasi. Penelitian ini bertujuan untuk: (1) Mengkaji dan menganalisis perencanaan program kepala madrasah/sekolah dalam pengembangan SDM guru di MAN 3 Malang dan SMAN 3 Malang, (2) Mengkaji dan menganalisis pelaksanaan program kepala madrasah/sekolah dalam pengembangan SDM guru di MAN 3 Malang dan SMAN 3 Malang, (3) Mengkaji dan menganalisis respons guru terhadap pengembangan SDM guru yang dilaksanakan oleh kepala madrasah/sekolah di MAN 3 Malang dan SMAN 3 Malang, dan (4) Menganalisis dan mengetahui dampak pengembangan SDM guru yang dilaksanakan oleh kepala madrasah/sekolah di MAN 3 Malang dan SMAN 3 Malang. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian fenomenologi. Teknik pengumpulan data menggunakan wawancara mendalam, observasi partisipan dan studi dokumentasi. Data yang terkumpul ditafsirkan dan dianalisis menggunakan proses reduksi data, penyajian data dan penarikan kesimpulan. Kredibilitas data dilakukan pengecekan melalui prosedur triangulasi; sumber data, metode, dan teori, pengecekan anggota, diskusi teman sejawat, perpanjangan kehadiran penelitian dan ketekunan pengamatan. Hasil penelitian menunjukkan bahwa: (1) Perencanaan program pengembangan SDM dilakukan melalui (a) pendekatan dengan nilai religius visioner, humanis, (b) proses perencanaan yang sistematis kontekstual, terukur, bertahap dan berkelanjutan dengan melibatkan seluruh pihak terkait, (c) prinsip membangun keunggulan SDM guru dengan klariti/kejelasan visi, komitmen, kapabilitas dan kebersamaan, (2) Pelaksanaan pengembangan SDM dilakukan melalui countinues profesional improvement (pengembangan keprofesian berkelanjutan), spiritual motivation training (pelatihan motivasi spiritual), coaching expert (pendampingan pakar), membangun komunikasi yang humanis, mengedepankan pemberdayaan, penghargaan, monitoring dan evaluasi, (3) Respons guru terhadap pengembangan SDM mengalami perubahan; transisi (sulit menerima), penguatan (keikutsertaan), kebutuhan berprestasi, senang dan sebagai ibadah, (4) Dampak dari pengembangan SDM guru adalah proud on work (bangga dalam bekerja), satisfaction on work (puas dalam bekerja) dan high trus school (sekolah yang sangat dipercaya). Terkait dengan fenomena lapangan dan hasil penelitian yang dilakukan tentang pengembangan SDM guru ini ditemukan penggunaan Model Pengembangan SDM Visioner Humanis Religius ABSTRACT As human resources, Indonesian teachers in Indonesia are less qualified compared to other countries?. It raises questions why it happens and what the problems Indonesian human resources development deals with. Teacher quality development becomes a good starting point to get return. In fact, every outcome for developing teacher quality is a part of investment. This research aims to study and analyze: (1) the planning program on the teacher quality development, (2) the implementation of teacher quality development program, (3) teachers? response on teacher quality development, (4) the impact of teacher quality development in MAN 3 Malang and SMAN 3 Malang. This research employs qualitative research method using phenomenology study. The data collection techniques are in-depth interview, participant observation and documentation study. The collected data are then interpreted and analyzed through data reduction, data presentation, and conclusion drawing. The data credibility is tested through triangulation, data checking, peer discussion and persistent observation. The results of the research show that: (1) the planning program of human resource development has been implemented through (a) an approach based on religious, visionary, and humanistic value, (b) a contextual, systematic, measurable, gradual, and continuous planning process involving related parties, (c) a principle which builds qualified teachers based on vision clarity, commitment, capability, and togetherness. (2) The implementation of human resource development is carried out through continuous professionalism improvement, spiritual motivation training, coaching expert, humanistic communication, empowerment prioritizing, reward, monitor, and evaluation. (3) teachers? response on teacher quality development changes such as transition, reinforcement (participation), need for achievement, satisfaction, and a form of worship. (4) The impacts of teacher quality development are proud on work, satisfaction on work, and high trust school. Based on the phenomenon in the field and overall findings of the research, the researcher discovers the imp
ABSTRAK Kualitas sumber daya manusia guru di Indonesia berada pada posisi kurang menguntungkan dibandingkan negara negara lain. Mengapa ini terjadi? Apa yang salah dalam pengembangan SDM di Indonesia? Pengembangan SDM guru merupakan modal kapital yang menghasilkan pengembalian (return) dan setiap pengeluaran yang dilakukan dalam dalam rangka mengembangkan kualitas guru merupakan kegiatan investasi. Penelitian ini bertujuan untuk: (1) Mengkaji dan menganalisis perencanaan program kepala madrasah/sekolah dalam pengembangan SDM guru di MAN 3 Malang dan SMAN 3 Malang, (2) Mengkaji dan menganalisis pelaksanaan program kepala madrasah/sekolah dalam pengembangan SDM guru di MAN 3 Malang dan SMAN 3 Malang, (3) Mengkaji dan menganalisis respons guru terhadap pengembangan SDM guru yang dilaksanakan oleh kepala madrasah/sekolah di MAN 3 Malang dan SMAN 3 Malang, dan (4) Menganalisis dan mengetahui dampak pengembangan SDM guru yang dilaksanakan oleh kepala madrasah/sekolah di MAN 3 Malang dan SMAN 3 Malang. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian fenomenologi. Teknik pengumpulan data menggunakan wawancara mendalam, observasi partisipan dan studi dokumentasi. Data yang terkumpul ditafsirkan dan dianalisis menggunakan proses reduksi data, penyajian data dan penarikan kesimpulan. Kredibilitas data dilakukan pengecekan melalui prosedur triangulasi; sumber data, metode, dan teori, pengecekan anggota, diskusi teman sejawat, perpanjangan kehadiran penelitian dan ketekunan pengamatan. Hasil penelitian menunjukkan bahwa: (1) Perencanaan program pengembangan SDM dilakukan melalui (a) pendekatan dengan nilai religius visioner, humanis, (b) proses perencanaan yang sistematis kontekstual, terukur, bertahap dan berkelanjutan dengan melibatkan seluruh pihak terkait, (c) prinsip membangun keunggulan SDM guru dengan klariti/kejelasan visi, komitmen, kapabilitas dan kebersamaan, (2) Pelaksanaan pengembangan SDM dilakukan melalui countinues profesional improvement (pengembangan keprofesian berkelanjutan), spiritual motivation training (pelatihan motivasi spiritual), coaching expert (pendampingan pakar), membangun komunikasi yang humanis, mengedepankan pemberdayaan, penghargaan, monitoring dan evaluasi, (3) Respons guru terhadap pengembangan SDM mengalami perubahan; transisi (sulit menerima), penguatan (keikutsertaan), kebutuhan berprestasi, senang dan sebagai ibadah, (4) Dampak dari pengembangan SDM guru adalah proud on work (bangga dalam bekerja), satisfaction on work (puas dalam bekerja) dan high trus school (sekolah yang sangat dipercaya). Terkait dengan fenomena lapangan dan hasil penelitian yang dilakukan tentang pengembangan SDM guru ini ditemukan penggunaan Model Pengembangan SDM Visioner Humanis Religius ABSTRACT As human resources, Indonesian teachers in Indonesia are less qualified compared to other countries?. It raises questions why it happens and what the problems Indonesian human resources development deals with. Teacher quality development becomes a good starting point to get return. In fact, every outcome for developing teacher quality is a part of investment. This research aims to study and analyze: (1) the planning program on the teacher quality development, (2) the implementation of teacher quality development program, (3) teachers? response on teacher quality development, (4) the impact of teacher quality development in MAN 3 Malang and SMAN 3 Malang. This research employs qualitative research method using phenomenology study. The data collection techniques are in-depth interview, participant observation and documentation study. The collected data are then interpreted and analyzed through data reduction, data presentation, and conclusion drawing. The data credibility is tested through triangulation, data checking, peer discussion and persistent observation. The results of the research show that: (1) the planning program of human resource development has been implemented through (a) an approach based on religious, visionary, and humanistic value, (b) a contextual, systematic, measurable, gradual, and continuous planning process involving related parties, (c) a principle which builds qualified teachers based on vision clarity, commitment, capability, and togetherness. (2) The implementation of human resource development is carried out through continuous professionalism improvement, spiritual motivation training, coaching expert, humanistic communication, empowerment prioritizing, reward, monitor, and evaluation. (3) teachers? response on teacher quality development changes such as transition, reinforcement (participation), need for achievement, satisfaction, and a form of worship. (4) The impacts of teacher quality development are proud on work, satisfaction on work, and high trust school. Based on the phenomenon in the field and overall findings of the research, the researcher discovers the imp
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