ABSTRAK

Anti, Roulina TatiSusi. 2021. Manajemen Pengembangan Tenaga Pendidik (Studi Multi Kasus pada Sekolah Dasar Santa Angela dan Madrasah Ibtidaiyah Muhammadiyah 3 Al-Furqan). Tesis Magister Administrasi Pendidikan Program Pascasarjana Universitas Lambung Mangkurat Banjarmasin, Pembimbing (I) Drs. Sulaiman, M.Pd., Ph.D dan (II) Dr. M. Saleh, M.Pd

Kata Kunci:Manajemen, Pengembangan, Tenaga Pendidik.

Manajemen pengembangan tenaga pendidik merupakan suatu aktifitas menajemen yang mencakup penetapan norma, standar, prosedur pengangkatan, pembinaan, penatalaksanaan, kesejahteraan dan pemberhentian tenaga pendidik sekolah agar dapat melaksanakan tugas dan fungsinya dalam pencaapaian tujuan institusional sekolah. Tujuan penelitian ini meliputi bagaimana perencanaan, pelaksanaan, dan evaluasi dalam manajemen pengembangan tenaga pendidik.

Peneliti menggunakan pendekatan penelitian kualitatif dengan rancangan studi multi situs. Kehadiran peneliti mutlak dilakukan sebagai pengamat langsung pada lokasi penelitian di Sekolah Dasar Santa Angela dan Madrasah Ibtidaiyah Muhammadiyah 3 Banjarmasin. Teknik sampling dilakukan secara purposif (purposive sampling). Teknik pengumpulan data dilakukan melalui wawancara mendalam, observasi partisipan, dokumentasi. Analisis data dilaksanakan dengan tahapan analisis data dalam situs dan lintas situs yaitu meliputi reduksi data, penyajian data, penarikan kesimpulan. Pengecekan keabsahan data meliputi kredibilitas, transferabilitas, dependabilitas, konfirmabilitas.

Hasil penelitian menunjukkan bahwa: (1) Perencanaan dalam manajemen pengembangan tenaga pendidik dilakukan dengan memenuhi kualifikasi pendidik di sekolah dengan kualifikasi S1 dan sesuai. Penilaian kompetensi guru yang dibuat oleh kepala sekolah dan guru setiap setahun sekali dan setiap minggu disupervisi. Perencanaan kegiatan pengembangan disusun bersama dan dikonfirmasikan kepada yayasan untuk disetujui yang tertuang dalam program jangka panjang dan jangka pendek sekolah dengan pembiayaan alokasi dana dari APBS dan yayasan dan dikelola bendahara sekolah. Selanjutnya guru ditunjuk menjadi panitia kegiatan pengembangan serta memilih narasumber dari kalangan dosen dan narasumber ahli dibidangnya. (2) Pelaksanaan dalam manajemen pengembangan tenaga pendidik dilakukan dengan penyelenggaraan kegiatan pengembangan di dalam dan di luar sekolah sesuai perencanaan yang sudah terjadwal meliputi kegiatan pelatihan, pembinaan, seminar, workshop, KKG dan studi lanjut. Untuk peningkatan mutu sekolah wajib diikuti seluruh guru setiap setahun sekali serta pemberian motivasi dengan memberikan dukungan serta reward bagi guru yang berprestasi. (3) Evaluasi manajemen pengembangan tenaga pendidik hasilnya terlihat dari  keberhasilan program pengembangan dan program pelatihan, dan mampu mengaplikasikannya dalam proses pembelajaran. Kegagalanya meliputi guru tidak mampu menyampaikan kembali materi pelatihan, kurangnya dana dan ketidakdisiplinan guru menerapkannya dalam proses pembelajaran. Upaya mengatasinya adalah dengan mengikut sertakan kembali pada pelatihan, membangun kepercayaan diri guru, mengembangkan kompetensi pribadi dan sosialnya, memberikan sanksi bagi yang tidak disiplin dan tambahan dana dari yayasan.

Saran kepada yayasan, hendaknya terus mengembangkan bentuk-bentuk kegiatan di dalam sekolah yang dapat mengoptimalkan kompetensi yang di miliki oleh guru dengan berbagai kegiatan yang lebih bervariasi. Bagi kepala sekolah, agar memberikan motivasi secara positif untuk lebih mengoptimalkan hasil pengembangan yang dilakukan kepaada para guru melalui respon positif dalam bentuk apresiasi terhadap usaha peningkatan kualitas guru di sekolah. Bagi guru, hendaknya guru terus meningkatkan kompetensinya untuk menjadi guru yang profesional, yang mampu berkarya dan bersaing di era pendidikan saat ini. Bagi sekolah, lakukanlah perbaikan-perbaikan terhadap peraturan sekolah dengan menyesuaikan setiap kebutuhan untuk kegiatan pengembangan di masa akan datang. Bagi peneliti selanjutnya, untuk penelitian manajemen pengembangan tenaga pendidik dapat dilakukan penelitian yang lebih lanjut secara mendalam untuk diterapkan di sekolah tingkat dasar maupun tingkat atas, dengan mengambil lokasi penelitian yang berbeda.

Anti, Roulina Tati Susi. 2021. Teacher Development Management (Multi Case Study at Santa Angela Elementary School and Madrasah Ibtidaiyah Muhammadiyah 3 Al-Furqan). Thesis, Master Program of Educational Administration. Graduate Program University of Lambung Mangkurat. Advisors: (I) Drs. Sulaiman, M.Pd., Ph.D and (II) Dr. M. Saleh, M.Pd

Keywords: development management, educators.

Educational staff development management is a management activity that includes setting norms, standards, appointment procedures, coaching, management, welfare and dismissal of school educators in order to carry out their duties and functions in achieving school institutional goals. The purpose of this study includes how to plan, implement, and evaluate the management of educators' development.

The researcher used a qualitative research approach with a multi-site study design. The presence of the researcher is absolutely necessary as a direct observer at the research location at the Santa Angela Elementary School and the Muhammadiyah 3 Madrasah Ibtidaiyah Banjarmasin. The sampling technique was carried out purposively (purposive sampling). Data collection techniques were carried out through in-depth interviews, participant observation, and documentation. Data analysis was carried out with the stages of analyzing data on site and across sites, which included data reduction, data presentation, and drawing conclusions. Checking the validity of the data includes credibility, transferability, dependability, confirmability.

The results of the study show that: (1) Planning in the management of the development of educators is carried out by fulfilling the qualifications of educators in schools with S1 qualifications and accordance. Teacher competency assessments are made by the principal and teachers once a year and supervised every week. Planning for development activities is jointly prepared and confirmed with the foundation for approval which is contained in the school's long-term and short-term programs with funding allocations from the APBS and the foundation and managed by the school treasurer. Furthermore, the teacher is appointed to be the committee for development activities and selects resource persons from among lecturers and resource persons who are experts in their fields. (2) Implementation in the management of the development of educators is carried out by organizing development activities inside and outside the school according to the scheduled planning including training activities, coaching, seminars, workshops, KKG and further studies. To improve the quality of schools, all teachers must participate once a year and provide motivation by providing support and rewards for teachers who excel. (3) Evaluation of the management of the development of educators can be seen from the success of development programs and training programs, and being able to apply them in the learning process. The failures include the teacher not being able to deliver the training material again, lack of funds and the teacher's indiscipline in applying it in the learning process. Efforts to overcome this are by re-involving in training, building teacher confidence, developing personal and social competencies, providing sanctions for those who are not disciplined and additional funds from foundations.

Suggestions to the foundation, should continue to develop forms of activities in schools that can optimize the competencies possessed by teachers with a variety of more varied activities. For school principals, in order to provide positive motivation to further optimize the results of development carried out to teachers through positive responses in the form of appreciation for efforts to improve the quality of teachers in schools. For teachers, teachers should continue to improve their competence to become professional teachers, who are able to work and compete in the current era of education. For schools, make improvements to school regulations by adjusting each need for future development activities. For further researchers, for research on management development of educators, further research can be carried out in depth to be applied in elementary and high school levels, by taking different research locations.