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All Journal Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) At Turots: Jurnal Pendidikan Islam
Lilis Suwandari
Universitas Islam Nusantara, Bandung, Indonesia
Decision Sciences, Operations Research & Management Education Social Sciences

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Manajemen Strategis Pelatihan In-House untuk Meningkatkan Kompetensi Profesional Guru: Studi Kasus pada Dua SMP Siti Nur Amanah; Lilis Suwandari
Jurnal Manajemen Pendidikan dan Ilmu Sosial Vol. 7 No. 1 (2025): Jurnal Manajemen Pendidikan dan Ilmu Sosial (Desember 2025 - Januari 2026)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v7i1.7002

Abstract

Meningkatkan kompetensi profesi guru merupakan prioritas utama dalam mencapai pendidikan yang berkualitas, khususnya di Indonesia di mana kesenjangan kemampuan guru tetap signifikan. In-House Training (IHT) semakin diakui sebagai model berbasis sekolah yang efektif untuk pengembangan profesional berkelanjutan karena bersifat kontekstual, kolaboratif, dan berkelanjutan. Penelitian ini bertujuan untuk menganalisis manajemen strategis IHT dan perannya dalam meningkatkan kompetensi profesi guru di dua SMP negeri di Kabupaten Ciamis, SMPN 1 Sindangkasih Jawa Barat dan SMPN 2 Cisaga. Menggunakan pendekatan studi kasus kualitatif, data dikumpulkan melalui wawancara, observasi, dan analisis dokumen yang melibatkan kepala sekolah, koordinator IHT, dan guru yang berpartisipasi. Temuan tersebut mengungkapkan bahwa kedua sekolah menerapkan IHT melalui proses manajemen sistematis yang mencakup perencanaan, pengorganisasian, implementasi, dan evaluasi. Perencanaan IHT didasarkan pada data dari Rapor Pendidikan, memastikan bahwa pelatihan memenuhi kebutuhan pedagogis tertentu. SMPN 1 Sindangkasih menekankan perencanaan dan penilaian pelajaran, sedangkan SMPN 2 Cisaga yang ditetapkan sebagai Sekolah Penggerak berfokus pada pembelajaran yang berpusat pada siswa dan penilaian formatif yang selaras dengan Kurikulum Merdeka. Hasil kuantitatif dan kualitatif menunjukkan peningkatan yang signifikan dalam tingkat kompetensi guru, dengan lebih dari 90% mencapai kemahiran menengah hingga lanjutan. Selain itu, IHT menumbuhkan budaya kolaborasi profesional dan praktik reflektif di kalangan guru. Namun, evaluasi tetap terbatas pada hasil jangka pendek, yang menunjukkan perlunya pemantauan jangka panjang. Secara keseluruhan, pengelolaan IHT yang efektif berfungsi sebagai mekanisme strategis untuk memperkuat profesionalisme guru dan mempromosikan peningkatan pendidikan yang berkelanjutan.
Classroom Management to Overcome Physical Violence Based On Joyful Learning Leni Eka Yuniar; Lilis Suwandari
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 1 Juni (2026): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v8i1.1130

Abstract

Physical violence in primary school environments poses a serious threat to students' psychological safety and learning outcomes. Joyful Learning-based classroom management presents a preventive approach that integrates interactive learning with behavioural regulation strategies. This research employed a descriptive qualitative approach conducted at SDN 2 Mekarsari. Data collection involved classroom observations, in-depth interviews with teachers and the principal, and documentation of learning activities. Thematic analysis was used to examine planning, organising, implementation, evaluation, and supporting or inhibiting factors. Classroom management planning was structured through student profiling, holistic goal setting, classroom layout, and the selection of engaging and interactive learning methods. Organisation included role division among teachers and students, structured scheduling, and the use of positive reinforcement. Implementation showed active teacher involvement as facilitators and supervisors. Evaluation revealed a reduction in physical violence incidents, with improvements in students’ social skills, emotional regulation, and empathy. Key supporting factors included teacher competence, adequate facilities, and parent collaboration. Barriers involved limited resources and student behavioural diversity. The application of Joyful Learning-based classroom management at SDN 2 Mekarsari proved effective in fostering a safe and engaging learning environment. This strategy is promising for broader implementation, supported by policy reinforcement, teacher training, and improved school infrastructure.
School Family Partnership Management in Character Development of Students in Secondary Education Noneng Sri Rahayu; Lilis Suwandari
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 1 Juni (2026): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v8i1.1132

Abstract

Schools as educational institutions have the responsibility to provide an environment that supports the development of student character. In this case, the management of school partnerships with students becomes an important aspect to ensure that positive values can be conveyed and well received by students. The purpose of this study was to obtain information/description and analyze the Management of School Partnerships with Families in the Development of Student Character at SMA Negeri 1 Kawali and SMK Negeri 1 Kawali, Ciamis Regency. This study used a qualitative approach with a case study method. Data were collected through interviews, observations, and documentation studies. The results of the study indicate that partnerships that are well managed through intensive communication, involvement of parents and families in school activities, and understanding of the vision of character education between schools and families, can have a positive impact on the behavior and character values of students. The main supporting factors are the leadership of the principal, the openness of teachers, and the active participation of parents. As a suggestion, schools need to develop a structured and sustainable partnership program, carry out targeted communications as well as conduct training for teachers and parents to strengthen synergy in fostering student character. This research is recommended for teachers as a liaison tool to improve collaboration with families. It also serves as a platform for schools to create synergy in supporting student character development. It also serves as a platform for supervisors to encourage schools to build active partnerships with families to support student character development. It also serves as a resource for future researchers to develop more effective partnership models within the context of character education.
Co-Authors Leni Eka Yuniar Noneng Sri Rahayu Siti Nur Amanah