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All Journal International Journal of Evaluation and Research in Education (IJERE) At-Ta'lim : Media Informasi Pendidikan Islam
Khairiah Khairiah
Universitas Islam Negeri Fatmawati Sukarno Bengkulu
Religion Humanities Education Social Sciences Other

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Challenges to professional teacher development through workplace culture management Khairiah Khairiah; Alfauzan Amin; Muassomah Muassomah; Mira Mareta; Sulistyorini Sulistyorini; Mirna Yusuf
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.25666

Abstract

The implementation of professional teacher development in Indonesia has been lacking. Many teachers continue to underperform, as evidenced by their workplace behaviors that violate the ethics of their profession. Workplace culture has contributed significantly to, and been detrimentally affected by, this lack of professionalism. Using a qualitative approach, this study seeks to explore the forms, factors, and implications of these challenges for the management of workplace culture. Teachers are simultaneously the objects and key informants of this research, which was conducted through observation of secondary-level madrasas spread throughout Bengkulu Province, Indonesia, as well as interviews with 15 teachers. This study identifies three main challenges: i) teachers have difficulty accessing professional training; ii) teachers cannot readily continue their educations; and iii) teachers have trouble writing and publishing academic works. These challenges are caused by a multitude of factors, primarily the lack of the funding, facilities, and infrastructure for professional development, as well as teachers limited digital literacy, and result in a workplace culture where initiative goes unrewarded, discipline is lacking, and teachers are unmotivated. As such, this study recommends significant improvements to the structure, culture, and infrastructure of educational institutions, thereby allowing teachers to overcome the challenges that hinder their professional development.
Penerapan Model Pembelajaran Mastery Learning (Belajar Tuntas) Dalam Meningkatkan Prestasi Belajar Akidah Akhlak Syarifuddin Syarifuddin; Zubaidah Zubaidah; Khairiah Khairiah
At-Ta'lim : Media Informasi Pendidikan Islam Vol 21, No 1 (2022): JUNI
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/attalim.v21i1.2788

Abstract

Abstract: Application of Mastery Learning Model (Complete Learning) in Improving The Learning Achievement of Akhlak Creed.Students have had difficulty improving morally advanced learning achievements because teachers cannot develop learning models. The purpose of this paper is to map the achievements of students learning. Using descriptive qualitative methods. The findings show (1) the form of student achievement has not been optimal because teachers are less able to apply the mastery learning model; (2) the relationship between applying the mastery learning model. The more effective thbetweenapplication of the learning model, the higher the achievements achieved by students; (3) the application of the mastery learning (complete learning) model affects the improve ement of student achievement in learning morals. Then it can be concluded that the application of the mastery learning model (complete learning) can improve the achievements of students learning moral beliefs. This can be recommended to the institution.Abstract: Penerapan Model Pembelajaran Mastery Learning (Belajar Tuntas) dalam Meningkatkan Prestasi Belajar Akidah Akhlak. Siswa telah mengalami kesulitan dalam meningkatkan prestasi belajar akidah akhlak dikarenakanguru guru tidak mampu mengembangkan model pembelajaran. Tujuan tulisan ini adalah untuk memetakan prestasi siswa belajar. Menggunakan metode kualitatif diskripstif. Temuan menunjukkan (1) bentuk prestasi siswa belum optimal disebabkan guru kurang mampu menerapkan model pembelajaran mastery learning; (2) penerapan model pembelajaran mastery learning. Semakin efektifpenerapan model pembelajaran, maka semakin tinggi prestasi yang dicapai siswa; (3) penerapan model pembelajaran mastery learning (belajar tuntas) dapat meningkatkan prestasi siswa belajar akidah akhlak. Kemudian dapat disimpulkan bahwa penerapan model pembelajaran mastery learning (belajar tuntas) dapat meningkatkan prestasi siswa belajar akidah akhlak. Dengan ini dapat disarankan kepada lembaga pendidikan untuk menerapkan model pembelajaran mstery learning untuk meningkatkan prestasi siswa.
Co-Authors Alfauzan Amin Mareta, Mira Mirna Yusuf Muassomah Muassomah Sulistyorini Sulistyorini Syarifuddin Syarifuddin Zubaidah Zubaidah