Implementing Teacher Competency Development Policies to Improve Educational Quality at Muhammadiyah Islamic Elementary School Sidokerto, Plupuh
DOI:
https://doi.org/10.59944/jipsi.v5i2.1050Keywords:
teacher competency, policy implementation, educational quality, Islamic elementaryAbstract
This study examines the implementation of teacher competency development policies in improving educational quality at Muhammadiyah Islamic Elementary School Sidokerto, Plupuh. The study employed a qualitative approach with a case study design. Data were collected through semi-structured interviews, non-participant observation, and document analysis. The participants included the principal, curriculum coordinator, teachers, administrative staff, and other relevant stakeholders selected through purposive sampling. Data were analyzed using the interactive model of data condensation, data display, and conclusion drawing. The findings show that teacher competency development was integrated into school planning, academic supervision, teacher meetings, workshops, mentoring, professional working groups, peer discussions, and independent learning. The principal played a central role in identifying teacher needs, determining program priorities, facilitating professional development, providing feedback, and monitoring classroom implementation. These policies contributed to improvements in lesson planning, instructional strategies, digital media use, assessment practices, classroom interaction, professional collaboration, and the integration of Islamic values into learning. Policy implementation was supported by leadership commitment, collegial cooperation, organizational culture, and Muhammadiyah educational values. However, limited funding, high workloads, time constraints, uneven digital competence, and insufficient follow-up reduced the effectiveness of several programs. The study concludes that teacher competency development must be implemented as a continuous institutional cycle consisting of needs assessment, program planning, implementation, mentoring, classroom application, evaluation, and policy improvement. Sustainable policy implementation can strengthen teacher professionalism and gradually improve educational quality.
References
Akbar, M. A. (2024). Teacher Competency Development Strategies to Improve Education Quality. Abjadia: International Journal of Education, 9(2), 408-418.
Assalihee, M., Bakoh, N., Boonsuk, Y., & Songmuang, J. (2024). Transforming islamic education through lesson study (ls): a classroom-based approach to professional development in southern thailand. Education Sciences, 14(9), 1029.
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches: Sage publications.
Ekantiningsih, P. D., & Sukirman, D. (2023). Trends of education and training teacher competency in information and communication technology. Jurnal Inovasi Teknologi Pendidikan, 10(1), 87-105. doi:https://doi.org/10.21831/jitp.v10i1.52630
Flick, U. (2018). Triangulation in data collection. In: The SAGE handbook of qualitative data collection.
Hantoro, R. R., Yamin, M., & Rosadi, K. I. (2024). A competency-based analysis of human resource development among educators at Salafiyah Islamic boarding schools. MANAGERIA: Jurnal Manajemen Pendidikan Islam, 9(2), 195-212. doi:https://doi.org/10.14421/manageria.2024.92-06
Harahap, F. A., & Fadhli, M. (2025). Supervisi Klinis Kepala Madrasah Dalam Meningkatkan Kompetensi Pedagogik Guru. JDMP (Jurnal Dinamika Manajemen Pendidikan), 9(2), 114-127. doi:https://doi.org/10.26740/jdmp.v9n2.p114-`127
Humaisi, M. S., Thoyib, M., Nurdin, M., Rahmawati, R., & Ngoh, B. (2024). Pesantren-based transformational leadership in the development of international madrasah innovation. Cendekia: Jurnal Kependidikan dan Kemasyarakatan, 22(1).
Huriyah, L., Mudlofir, A., Aziz, M. A., Ma'arif, M. A., & Amaliati, S. (2025). The Importance of Islamic Education Teachers’ Performance Assessment in Realising High Quality Of Madrasah. Jurnal pendidikan agama Islam, 22(2), 317-338. doi:https://doi.org/10.14421/jpai.v22i2.11412
Isa, M., Neliwati, N., & Hadijaya, Y. (2024). Quality improvement management in teacher professional development. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 5(2), 136-147. doi:https://doi.org/10.31538/munaddhomah.v5i2.782
Khairunisa, D., & Aqida, D. S. (2023). Teacher Competence in Developing Interactive Learning in Madrasah Ibtidaiyah in the 21st Century. Sunan Kalijaga International Journal on Islamic Educational Research, 7(2), 107-123.
Liang, J. (2019). Qualitative research methods: collecting evidence, crafting analysis, communicating impact In: Taylor & Francis.
Mariani, A., Wanto, D., & Yanto, M. (2022). The Principal's Role in Improving Teacher Professionalism at Madrasah Ibtidaiyah Negeri. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 3(1), 84-94. doi:https://doi.org/10.31538/munaddhomah.v3i1.204
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook: sage.
Moleong, L. J. (2017). Metodologi penelitian kualitatif: Remaja Rosdakarya.
Mubin, M. N., Kim, M., & Fauziah, A. (2023). Cluster-Mentoring for Sustainable Competency: A Case Study of PTK Training for Islamic Education Teachers in Junior High Schools. Jurnal pendidikan agama Islam, 20(1), 51-65.
Noviyanti, S. F., Wahananto, J., & Zikri, I. (2024). Enhancing Teacher Competence through Continuous Professional Development: A Case Study at Brawijaya Smart School. MANAGERIA: Jurnal Manajemen Pendidikan Islam, 9(1), 67-80.
Nugraha, C. A., Kuswandi, D., & Praherdhiono, H. (2022). Teacher professional development to train digital skills with technological pedagogical content knowledge (TPACK). JTP-Jurnal Teknologi Pendidikan, 24(3), 330-340. doi:https://doi.org/10.21009/jtp.v24i3.31019
Nurdiyanto, N., Islam, M. T., & Marjany, N. (2024). Issues of Professionality and Competency of Islamic Religious Education Teachers in Facing the Society 5.0 Era. Cendekia: Jurnal Kependidikan dan Kemasyarakatan, 22(1). doi:https://doi.org/10.21154/cendekia.v22i1.8782
Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice.
Popova, A., Evans, D. K., Breeding, M. E., & Arancibia, V. (2022). Teacher professional development around the world: The gap between evidence and practice. The World Bank Research Observer, 37(1), 107-136. doi:https://doi.org/10.1093/wbro/lkab006
Romzi, M., Farwati, W. W., Fariqi, A., & Kulsum, M. A. (2025). Challenges and Strategies for Human Resource Development in Islamic Education: A Case Study of MAN 1 Lamongan. MANAGERIA: Jurnal Manajemen Pendidikan Islam, 10(1), 43-56. doi:https://doi.org/10.14421/manageria.2025.101-03
Rosdiana, A., Zamrudi, Z., Zainul, M., & Zuana, M. M. M. (2024). The Role of Human Resources Management in Improving Teacher Innovation and Creativity in Madrasahs. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 5(4), 409-420. doi:https://doi.org/10.31538/munaddhomah.v5i4.1391
Saldaña, J. (2021). The coding manual for qualitative researchers.
Sari, D. R., & Urcy, J. (2022). Management of Madrasah Heads in Improving the Quality of Education. al-fikrah: Jurnal Manajemen Pendidikan, 10(2), 138-145. doi:https://doi.org/10.31958/jaf.v10i2.5470
Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: A critical review. School effectiveness and school improvement, 32(1), 47-63. doi:https://doi.org/10.1080/09243453.2020.1772841
Siswanto, Y., Shofwan, I., & Prilianti, R. (2025). Evaluation of the Structural Model of Madrasah Teacher Training Transfer in Online Training. Jurnal Penelitian Pendidikan, 42(1), 66-73. doi:https://doi.org/10.15294/jpp.v42i2.29302
Sugiyono. (2016). Metode penelitian kuantitatif, kualitatif dan R&D. Alfabeta, Bandung.
Susanti, F., Harahap, E. K., & Warlizasusi, J. (2024). Principal Supervision and its Impact on Educational Administration Services at MAN 1 Kepahiang: A Descriptive Qualitative Analysis. MANAGERIA: Jurnal Manajemen Pendidikan Islam, 9(1), 21-32. doi:https://doi.org/10.14421/manageria.2024.91-02
Sutrisno, S., Hayati, H., Saputra, N., Arifin, S., & Kartiko, A. (2023). The Influence of The Head of Madrasah and Infrastructure Facilities on The Quality of Education Through Teacher Competence. Tafkir: Interdisciplinary Journal of Islamic Education, 4(2), 274-288. doi:https://doi.org/10.31538/tijie.v4i2.423
Tisdell, E. J., Merriam, S. B., & Stuckey-Peyrot, H. L. (2025). Qualitative research: A guide to design and implementation: John Wiley & Sons.
Wahdah, N., Mubarak, M. R., & Nurtianto, L. (2023). Investigating The Arabic Teachers Efficacy to Become a Driving Teacher. Arabiyat: Journal of Arabic Education & Arabic Studies/Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban, 10(1), 36.
Widayati, A., MacCallum, J., & Woods-McConney, A. (2021). Teachers’ perceptions of continuing professional development: a study of vocational high school teachers in Indonesia. Teacher Development, 25(5), 604-621. doi:https://doi.org/10.1080/13664530.2021.1933159
Wijaya, C., Ginting, L. R., Iswanto, J., Nadia, M., & Rahman, A. A. (2023). Improving the quality of education by developing the social competency of teachers. AL-ISHLAH: Jurnal Pendidikan, 15(3), 3666-3674. doi:https://doi.org/10.35445/alishlah.v15i3.1564
Yin, R. K. (2018). Case study research and applications. In: Sage Thousand Oaks, CA.
