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All Journal Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Isnaini
Universitas Muhammadiyah Surakarta, Indonesia
Religion Humanities Library & Information Science Social Sciences

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Implementing Teacher Competency Development Policies to Improve Educational Quality at Muhammadiyah Islamic Elementary School Sidokerto, Plupuh Isnaini; Siti Halimah; Harun Joko Prayitno; Indri
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 2 Mei 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i2.1050

Abstract

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.
CIPP Model-Based Evaluation of the Education System to Improve Learning Quality at Muhammadiyah Islamic Elementary School Sidokerto, Plupuh Isnaini; Siti Halimah; Budi Murtiyasa; Sumardi
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 2 Mei 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i2.1051

Abstract

This study evaluates the education system in improving learning quality at Muhammadiyah Islamic Elementary School Sidokerto, Plupuh, using the Context, Input, Process, and Product model. It employed a qualitative approach with an evaluative case study design. Data were collected through semi-structured interviews, non-participant observations, and document analysis. Participants were selected purposively and included the principal, curriculum coordinator, teachers, administrative personnel, school committee representatives, parents, and students. Data were analyzed through data condensation, data display, and conclusion drawing and verification. The findings show that the context component was aligned with students’ academic needs, Islamic character development, and Muhammadiyah institutional values. The input component was generally adequate, although digital facilities, teacher professional development, and resource allocation required improvement. The process component indicated that learning, assessment, academic supervision, and parental communication had been implemented, but differentiated instruction and supervision follow-up remained inconsistent. The product component revealed positive development in student participation, discipline, religious habituation, and teacher collaboration. However, the school had not fully integrated academic, behavioural, professional, and stakeholder satisfaction data into a longitudinal evaluation system. The study concludes that learning quality improvement requires a continuous, participatory, measurable, and evidence-based CIPP evaluation cycle.
Co-Authors Budi Murtiyasa Harun Joko Prayitno Indri Siti Halimah Sumardi