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FENOMENA: Journal of Social Science
Published by Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
ISSN : 14125439     EISSN : 26567369     DOI : https://doi.org/10.35719/fenomena.v22i2
Core Subject : Social,
Social Sciences
Aims, Focus And Scope A. Aims: FENOMENA is a leading peer-reviewed and open-access journal, which publishes scholarly works of researchers and scholars from around the world and specializes in the Social Sciences. The journal also has a strong interest in the scientific development of theory that is of global significance. B. Focus: This journal focuses on publishing the highest quality scientific articles emphasizing contemporary Asian issues with interdisciplinary and multidisciplinary approaches. C. Scope: This journal seeks to publish articles that deal with educational development, politics, law, humanities and cultural studies, and economic issues in Asia. Its scope consists of: 1. Education (Curriculums, Teaching, and Learning, Islamic Education, Educational Technology); 2. Politics (Structure and Agency in Social Dynamics, the Role of Government and Non-Governmental Organizations, Concepts and Practical Sociology, Islamic Politics, Government and Public Administration); 3. Law (Human Rights, Social Justice, Islamic Law, Criminal Law, International Relations, Civil Law, Constitutional Law, Customary Law); 4. Humanities and Cultural Studies (Cultural Studies as a Constitutive field, Religion Studies, Islamic Studies, Philosophy, Ethics, Consciousness, Cross-cultural studies, Theology, Psychology, Spirituality, Human Geography, Anthropology, Local Wisdom); 5. Economics (Business and Entrepreneurship, Management, Accounting, Public Finance, Economic Development, and Islamic Economics).
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 444 Documents
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MEMBUMIKAN IKLIM PENDIDIKAN MULTIKULTURAL DALAM MENCEGAH SIKAP EKSTRIMISME BERAGAMA DI SD SINTHA JEMBER: Grounding Multicultural Education Climate In Preventing Religious Extremism In Sintha Elementary School Jember Leny Marinda
Fenomena Vol 19 No 1 (2020): FENOMENA: Journal of the Social Sciences
Publisher : LP2M UIN KH.Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/fenomena.v19i1.35

Abstract

Indonesia sebagai Negara yang oleh Cliffort Geertz disebut sebagai new state of old societies. Indonesia adalah Negara baru yang terbentuk dari komunitas-komunitas lama berupa kerajaan, komunitas budaya, kelompok suku, agama dan sebagainya. Karena itu, Indonesia sering disebut sebagai bangsa yang majemuk (plural). Pendidikan multikultural, sebagai salah satu alternatif pendekatan pembelajaran, menjadi salah satu ikhtiar lembaga pendidikan dalam menanamkan nilai-nilai toleransi antar umat beragama. Usia anak SD yang tergolong usia operasi konkrit yang perlu dibimbing dalam menterjemahkan konsep abstrak ke dalam konsep konkrit. Dengan membiasakan anak berinteraksi di tengah perbedaan dan keberagaman, ketika mendapatkan bimbingan yang tepat anak dapat memahami dan bijak menyikapi perbedaan tersebut. hal ini sejalan dengan semangat yang ditampilkan kurikulum 2013 dengan pembelajaran “bermakna” nya. Penelitian ini menggunakan pendekatan penelitian kualitatif-deskriptif. Penelitian ini menggambarkan bagaimana pembelajaran multikultural yang dilaksanakan di SD Sintha dilaksanakan. Pengumpulan data dalam penelitian ini menggunakan teknik observasi, wawancara dan dokumentasi untuk mengungkap fakta di lokasi penelitian. Penelitian ini diharapkan mampu memberikan kontribusi dalam menggambarkan sikap menghargai perbedaan yang harus ditanamkan kepada siswa serta menghindari sikap ekstrimisme dalam beragama di kalangan peserta didik.  Clifford Geertz called Indonesia a new state of old societies. Indonesia is a unique country formed from Old communities in the form of kingdoms, cultural communities, ethnic groups, religions, and so on. Therefore, Indonesia is often referred to as a pluralistic nation. Multicultural education, as an alternative approach to learning, is one of the efforts of educational institutions to instill the values of tolerance between religious communities. The age of elementary school children who belong to the age of concrete operations needs to be guided in translating abstract concepts into tangible concepts. By accustoming children to interact amid differences and diversity, when getting the proper guidance, children can understand and wisely respond to these differences. This is in line with the spirit displayed in curriculum 2013 with its “meaningful” learning. This study uses a qualitative descriptive research approach. This study describes how multicultural education is implemented in SD Sintha implemented. Data collection in this study uses observation techniques, interviews, and documentation to reveal the facts at the research site. This research is expected to contribute to describing the attitude of respect for differences that must be instilled in students and avoid attitudes of extremism in religion among students.
THE STRATEGY OF PESANTREN TO OVERCOME HOAXES (CASE STUDY IN PP. DARUL ULUM BANYUANYAR PAMEKASAN) AR Samsul; Moh Busri
Fenomena Vol 19 No 2 (2020): FENOMENA: Journal of the Social Sciences
Publisher : LP2M UIN KH.Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/fenomena.v19i2.36

Abstract

Pesantren is always a solution for problems of the nation and state life. From the era of independence day until today, pesantren has become the frontline in responding to challenges and changing times. The rise of hoaxes makes people restless because their presence makes people feel scared, fragmented, and mutual hatred between each other. Pesantren is a place to learn religious sciences, and have a duty and responsibility to straighten and tackle the news hoax, especially the news hoaxes on behalf of Pesantren, or Kiai. This study examines the boarding school strategies for combating a hoax. This research is field research using a descriptive qualitative approach. Darul Ulum boarding Banyuanyar undertakes two strategies to combat the scams. The first emphasizes the use of social media, and the second is counter-narrative through sentries writing, which can then be distributed on social media. Furthermore, the steps taken to overcome the hoaxes are by holding workshops on the term hoaxes attack and establishing Banyuanyar Media Tim (BM TIM) as the solutions to overcome the hoaxes.
PENDIDIKAN AHLAK DALAM PANDANGAN KH. ABDUL MUCHITH MUZADI: Moral Education In The View Of KH. Abdul Muchith Muzadi AHMAD MUTOHAR; ZAINAL ANSHARI
Fenomena Vol 19 No 2 (2020): FENOMENA: Journal of the Social Sciences
Publisher : LP2M UIN KH.Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/fenomena.v19i2.37

Abstract

Abdul Muchith Muzadi (termasuk juga dikenal dengan sebutan Mbah Muchith Muzadi), termasuk seorang kiai yang memiliki wawasan sangat luas, wara’ mendalam dan tajam. Pada saat yang bersamaan, KH. Abdul Muchith Muzadi, termasuk sosok kiai yang memiliki etika sangat kuat, paling tidak hal itu terpancar dalam perilakunya sehari-hari. Beliau tetap berperilaku sebagaimana layaknya kiai yang khusu’, wara’ dan hidup dengan kesederhanaan. Kajian ini, memiliki fokus sebagai berikut; 1) bagaimana latar belang kehidupan, pendidikan dan pengabdian KH. Abdul Muchith Muzadi di dalam NU dan lembaga pendidikan Islam Indonesia? 2) apa saja karya tulis ilmiah yang dihasilkan oleh KH. Abdul Muchith Muzadi? 3) bagaimana konsep pendidikan ahlak dalam pandangan KH. Abdul Muchith Muzadi? Pendekatan penelitian kualitatif, dengan jenis library research (studi pustaka). Tujuan penelitian ini, untuk menjawab tiga hal yang telah dirumuskan di atas. Berikut kesimpulannya; Pertama, latar belang kehidupan, pendidikan dan pengabdian di dalam NU. KH. Abdul Muchith Muzadi dilahirkan di Bangilan Tuban, pada tanggal 19 jumadil awwal 1344 H/ 4 Desember 1925 M. beliau merupakan kader sekaligus aktivis NU yang dari sejak awal berjuang bersama putra KH. Hasyim Asy’ari, yakni KH. Wahid Hasyim. Kedua, beberapa karya tulis ilmiah KH. Abdul Muchith Muzadi. Sebagai berikut; 1) Beberapa Masalah Kewanitaan Dan Kepemimpinan Di Kalangan Wanita, 1974, makalah tidak diterbitkan. 2) Bermazhab. Sosiologis Atau Takut Resiko? Dalam pesantren No 4/Vol III/1998. Jakarta: P3M. 3) Berusaha memahami kehadiran bank-BPR, dalam majalah AULA. Maret 1991, dan sebagainya. Ketiga, Konsep pendidikan ahlak dalam pandangan KH. Abdul Muchith Muzadi. Konsep pola hidup birrul walidain. Menurutnya, Islam menempatkan birrul walidain ini sebagai kewajiban dengan urutan nomor dua sesudah beribadah kepada Allah dan sebaliknya menempatkan uququl walidain sebagai larangan dengan urutan nomor dua sesudah syirik (menyekutukan Allah). Abdul Muchith Muzadi (also known as Mbah Muchith Muzadi), including a Kiai who has a comprehensive insight, deep and sharp wara’. At the same time, KH. Abdul Muchith Muzadi, including the figure of Kiai who has solid ethics, is reflected in his daily behavior. He still behaves like a special kiai', wara ' and lives with simplicity. This study has a focus as follows; 1) how the background of life, education, and devotion Kh. Abdul Muchith Muzadi in NU and Indonesian Institute of Islamic education? 2) What are the scientific papers produced by KH. Abdul Muchith Muzadi? 3) how the concept of ahlak education in the view of KH. Abdul Muchith Muzadi? Qualitative research approach, with the type of library research. The purpose of this study is to answer the three things formulated above. Here are the conclusions; First, the background of life, education, and devotion in NU. KH. Abdul Muchith Muzadi was born in Bangilan Tuban on 19 jumadil awwal 1344 H / 4 December 1925 M. he is a cadre as well as NU activists who, from the beginning, fought with the son of KH. Hashim Ash'ari, namely KH. Wahid Hashim. Second, some scientific papers KH. Abdul Muchith Muzadi. As follows; 1) some problems of womanhood and leadership among women, 1974, unpublished paper. 2) fasting. Sociological Or Fear Of Risk? In boarding school No. 4 / Vol III / 1998. Jakarta: P3M. 3) trying to understand the presence of banks-RBS in Hall magazine. March 1991, and so on. The third is the concept of ahlak education in the view of KH. Abdul Muchith Muzadi. Birrul walidain lifestyle concept. According to him, Islam puts this birrul walidain as an obligation in the order of number two after worshiping Allah, and vice versa puts uququl walidain as a prohibition in the order of number two after shirk (associating partners with Allah).
Al-Išārah Wa Al-'Ibārah Wa Aṯaruhā Fi Taḥdīd Al-Muṣṭalaḥāt Al-Ṣūfiyyah: The Sign, The Phrase, And Its Impact On The Definition Of Sufi Terms / الإشارة والعبارة وأثـرها في تحديد المصطلحات الصوفية Nur Hadi Ihsan; Muhammad Ishommudin
Fenomena Vol 19 No 2 (2020): FENOMENA: Journal of the Social Sciences
Publisher : LP2M UIN KH.Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/fenomena.v19i2.38

Abstract

This study will analyze the use of the 'al-Isyārah' and 'al-Ibārah' diction in the perspective of Sufi expressions of Ibn Athāillah as-Sakandary, as well as analyze the influence of the language on the technical terms in the discipline of Sufism. Ulama have criticized the technical term used by Sufis in their books from other fields because Sufis use technical terms that are rarely used and seem strange. Sufis prefer a cryptic language called 'isyārah,' but in some cases, they also use an explicit language commonly called al-Ibārah.' Ibn Athāillah (d. 709 h) has an interesting description of this topic and places it proportionally. Both ‘isyārah’ and ‘ibārah’ are a form of a method for expressing intuitive knowledge about the secrets of God. ' al-Ibārah' can be used if a Sufi does have specific capabilities. Also, it can be used as a form of education for the sālik. Apart from these two things, a Sufi can express it with 'al-Isyārah' and 'rumziyyah' or choose to store it as personal knowledge. The way this disclosure impacts the technical terms used. Sufis choose metaphorical or technical expressions that differ from philosophical, kalam, or tasawuf traditions. Thus, despite using such words, their technical time does not come out of the scientific standard.
NILAI-NILAI KEJUJURAN DALAM PENDIDIKAN PRESFEKTIF AL-QUR’AN: The Values Of Honesty In The Qur'anic Perspective Education Ghufron Ghufron; Ahmad Royani
Fenomena Vol 19 No 2 (2020): FENOMENA: Journal of the Social Sciences
Publisher : LP2M UIN KH.Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/fenomena.v19i2.39

Abstract

Kajian dalam tulisan  ini tentang konsep Al-Qur`an tentang Nilai-Nilai Kejujuran Dalam Pendidikan (Tela`ah Kitab Safwah Al-Tafasir, karya Syekh Muhammad Ali As-Sabuni) bertujuan untuk mengetahui konsep dan nilai kejujuran yang terkandung dalam Al-Qur`an yang ditinjau dari ranah pendidikan. Metode penelitian ini menggunakan metode kajian tematik yang bertujuan untuk menemukan sebuah konsep dan nilai kejujuran dalam Al-Qur`an. Bebarapa konsep yang tercantum dalam Al-Qur`an tentang kejujuran, yang di antaranya adalah: 1)  ṣadaqa yang bermakna jujur dan benar. 2) ṣadaqa yang berarti membenrkan. 3) ṣadaqa yang mempunyai arti  pemberian. 4) ṣadaqa bermakna memberikan sedekah. 5) taṣaḏḏaqa yang berarti memberikan sedekah pula. Nilai-nilai kejujuran yang ada di dalam Al-Qur`an adalah kejujuran dalam bersikap, yang di antaranya: 1) Jujur dalam berkata. 2) Jujur dalam hati. 3) Tidak berkhianat. Lawan sifat jujur adalah: 1) Berkata dusta. 2) Menghianati janji. 3) Lalai dalam menjalankan amanah. Syekh Muhammad Ali As-Sabuni memberikan gambaran dari orang yang jujur. Bahwa orang yang jujur adalah kepercayaan yang utuh kepada Allah SWT dan kepada para utusan utusannya, tidak memiliki keraguan dalam beriman kepada Allah SWT serta mengorbankan segala harta benda yang dimilikinya semata mata hanyalah karena Allah SWT.  Jujur memiliki banyak pengaruh diantaranya adalah: 1) Memilik watak yang baik. 2) Mengikat silaturrahim yang baik. 3) Tertanamnya kepercayaan dari semua orang. The study in this paper about the concept of the Qur'an about the values of honesty in education (Tela'ah Kitab Safwah Al-Tafasir, the work of Sheikh Muhammad Ali As-Sabuni) aims to determine the concept and importance of honesty contained in the Qur'an in terms of the realm of Education. This research method uses a thematic study method that aims to find a concept and the value of honesty in the Qur'an. Some of the ideas listed in the Qur'an about honesty are: 1) ṣadaqa which means honest and trustworthy. 2) ṣadaqa, which means to hit. (3) the meaning of giving. 4)ṣadaqa means giving alms. (5) to give alms means to give alms. The values of honesty in the Qur'an are honesty in attitude, which include: 1) being honest in saying. 2) be honest in your heart. 3) not to betray. The opposite of honesty is 1) telling a lie. 2) break a promise. 3) Default in the exercise of trust. Sheikh Muhammad Ali As-Sabuni describes an honest man. That an honest person a complete trust in Allah SWT and His messengers does not doubt believing in Allah SWT and sacrificing all his possessions solely for the sake of Allah SWT. There are a lot of things to be honest about 1) have a good attitude. 2) Make a reasonable covenant. 3) trust in everyone.
POLA PENANAMAN TOLERANSI MELALUI INTERAKSI SOSIAL BERBASIS MULTIKULTURAL: Patterns Of Tolerance Cultivation Through Multicultural-Based Social Interaction Pasmah Chandra; Debby Sulistia
Fenomena Vol 19 No 2 (2020): FENOMENA: Journal of the Social Sciences
Publisher : LP2M UIN KH.Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/fenomena.v19i2.40

Abstract

The case of intolerance in the educational environment has recently become increasingly unsettling. This problem threatens the integrity of the Unitary State of the Republic of Indonesia (NKRI). For that, we need a unique approach or pattern to preventing the development of intolerance in the educational environment. Tolerance education must be strengthened, especially in the school environment. Tolerance education is practiced in the learning process and outside the classroom to become a school culture. Tolerance education must be broad, covering the internal tolerance of Muslims and between religious communities. This study aimed to determine the pattern of cultivating patience through multicultural-based social interactions among Muslim and non-Muslim students. This type of research is field research (field research) with a qualitative approach with Muslim and non-Muslim student respondents in Elementary School (SD) N 13 Argamakmur. Based on the results of the study, it is known that the application of the value of tolerance carried out by teachers in schools, mainly Islamic religious education teachers, in the learning process through an attitude that can understand the differences by placing in the position of each student, can generate mutual respect between one another. The habituation process pressed directly and intensively can create positive habits towards students. Students can view each other positively even though they have a religion, ethnicity, race, ethnicity, and customs that are different from others.
IMPLEMENTASI KURIKULUM 2013 PADA PEMBALAJARAN PENDIDIKAN AGAMA ISLAM DALAM PENGUATAN KARAKTER RELIGIUS SISWA: Implementation Of Curriculum 2013 On Teaching Of Islamic Education In Strengthening The Religious Character Of Students Subakri Subakri
Fenomena Vol 19 No 2 (2020): FENOMENA: Journal of the Social Sciences
Publisher : LP2M UIN KH.Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/fenomena.v19i2.41

Abstract

The phenomenon of character education in Indonesia has existed along with the realization of the 2013 Curriculum. Character education was implemented even before the 2013 curriculum was implemented in schools. Character education is a school-based effort that helps a person or group of people care, understand, and act thoughtfully to apply ethical values. The purpose of character education is to help students develop optimal potential in various matters related to morality, citizenship, courtesy, ethics, behavior, being healthy, critical, and success that will meet social norms and can be accepted in society both at home and globally. . Which one day the nation's children will become human beings with quality and noble character. With character education, students can apply character values ​​such as religion, responsible, democracy, honesty, trustworthiness, leadership, fairness, and politeness in their attitude. Character education that is integrated into the 2013 Curriculum creates the next generation who is ready to face future challenges whose goal is that students have better abilities in the ability to observe, ask (interview), reason, and communicate (present) what they get or know after receiving subject matter. The 2013 curriculum, which is based on character and competence, lies in the core competencies of K-I 1, which includes spiritual attitudes; K-I 2 has social attitudes; KI-3 provides knowledge, and KI-4 skills
IMPLEMENTASI MASTERY LEARNING UNTUK PENCAPAIAN STANDAR KOMPETENSI SISWA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SMA NEGERI 2 BOGOR: Implementation Of Mastery Learning For The Achievement Of Students ' Competency Standards In Islamic Education Learning At State High School 2 Bogor Mukhtar Mukhtar
Fenomena Vol 19 No 2 (2020): FENOMENA: Journal of the Social Sciences
Publisher : LP2M UIN KH.Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/fenomena.v19i2.42

Abstract

This study aims to describe the implementation of mastery learning (complete learning) in Islamic Religious Education learning (both planning, implementation, evaluation, learning outcomes, and follow-up) in SMA Negeri 2 Bogor; also to provide a clear explanation of the implications of mastery learning on students' achievement of Competency Standards (SK) in Islamic Education learning. This research is qualitative field research. The approach used is descriptive qualitative, and data collection uses the method of observation, interviews, documentation, and triangulation. The data analysis used was descriptive-analytical and interpretive. The results show that SMA Negeri 2 Bogor has implemented the mastery learning strategy to achieve SK in learning (PAI), especially - more intensively - since the implementation of the CBC in 2004 and KTSP in 2006, but the performance has not been maximal. And needs further improvement. Implementatively, the mastery learning strategy pays close attention to individual differences, marked by the existence of follow-up programs in the form of remedial, enrichment, and acceleration programs, which of course, become necessary. So that students achieve competency ultimately. The implication is that the achievement of SK depends on the accomplishment of Basic Competence (KD), and the achievement of KD is very dependent on the achievement of indicators and vice versa. The completeness is based on the Minimum Completeness Criteria (KKM) that have been determined in Islamic Education learning so that students have competence and performance that can be measured (measurable) and can be observed (observable) as an indicator of successful learning completely.
KEUNGGULAN BERKELANJUTAN MELALUI MANEJEMEN BUDAYA KERJA “AMANU” DI UNIVERSITAS ISLAM JEMBER: Sustainable Excellence Through Work Culture Management “AMANU " At The Islamic University Of Jember Ahmad Halid
Fenomena Vol 20 No 1 (2021): FENOMENA: Journal of the Social Sciences
Publisher : LP2M UIN KH.Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/fenomena.v20i1.43

Abstract

Lembaga pendidikan Islam mencapai kesuksesan kerja bisa melalui membangun orang-orang (kepribadian) secara fundamental yaitu mengubah pola pikir tentang bagaimana tenaga kerja dan sikap hubungan kerjasama dengan baik. Dua hal ini berarti mencapai kesuksesan kerja dengan bekerjasama dengan orang lain disertai dengan iman dan amal baik, justru bukan dengan cara mengganti tenaga kerja lama dibuang dan tenaga kerja baru difungsikan atau berusaha membatasi ruang lingkup kegiatan mereka, pengawasan ketat pada mereka dan dekti kepada mereka. Itu cara-cara kuno yang tidak produktif. Dengan demikian budaya kerja yang menghasilkan keunggulan kompetitif (competitive advantage) yang berkelanjutan (sustainable) adalah manajemen yang menggunakan budaya kerja “amanu”. Metode penelitian ini menggunakan metode kualitatif dengan analisis pada temuan. Pengumpulan data menggunakan observasi, interview dan dokumentasi. Keampuhan budaya kerja “amanu” baik secara teori maupun praktik telah terbukti menghasilkan keunggulan competitive yang berkelanjutan dalam suatu lembaga pendidikan Islam atau perusahaan.  Islamic educational institutions achieve work success through building people (personality) is fundamentally changing the mindset of how the workforce and the attitude toward cooperative relations well. These two things mean achieving work success by cooperating with others accompanied by faith and good deeds, rather than by replacing old workers discarded and new workers functioned or trying to limit the scope of their activities, strict supervision on them. That's the old unproductive way. Thus, the work culture that produces a sustainable competitive advantage (sustainable) is management that uses the “amanu” work culture. This research method uses qualitative methods with an analysis of the findings. Data collection using observation, interviews, and documentation. The efficacy of “amanu " work culture, both in theory and practice, has been proven to produce a sustainable competitive advantage in an Islamic educational institution or company.
MODEL PENGEMBANGAN MUTU SUMBERDAYA GURU LEMBAGA PENDIDIKAN ISLAM: Model Of Teacher Resource Quality Development Of Islamic Educational Institutions I Mustofa Zuhri
Fenomena Vol 20 No 1 (2021): FENOMENA: Journal of the Social Sciences
Publisher : LP2M UIN KH.Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/fenomena.v20i1.44

Abstract

Pada zaman era globalisasi lembaga pendidikan Islam harus lebih menekankan pada kualitas sumber daya manusianya karena guru adalah salah satu komponen utama bagi keberhasilan proses belajar mengajar di sekolah. Mutu sekolah, khususnya mutu anak didik, mau tak mau berkaitan dengan mutu guru-gurunya yang langsung terlibat  dengan anak didik di kelas. Namun, pada kenyataannya, terdapat banyak keluhkan tentang kualitas guru khususnya di lembaga pendidikan Islam. Oleh karena itu, perlu adanya strategi yang komprehensif bagi guru menjadi tenaga pendidik yang berkualitas, profesional, berkomitmen serta memiliki semangat ibadah. Penelitian ini fokus mengkaji strategi pengembangan mutu guru MAN 3 Jember. Kajian penelitian ini menggunakan perspektif fenomenologis terhadap studi kasus. Hasil penelitian ini adalah bahwa untuk mengembangkan kualitas guru, para pimpinan MAN 3 Jember perlu (1) untuk membuat, menyusun, dan merumuskan visi, misi, dan tujuan lembaga khususnya pengembangan mutu guru; (2) untuk membangun komitmen yang bernilai ibadah; (3) untuk membangun sikap dan kedisiplinan; (4) untuk merubah pola pikir dan untuk membangun karakter positif guru. In the era of globalization, Islamic educational institutions have to emphasize the quality of their human resources. The teacher is one of the main characters in the success of the teaching and learning process. The quality of schools, especially the student quality, is inevitably related to the teachers concerned with the students in the classroom. However, there are many complaints about teacher quality, especially in Islamic educational institutions. Therefore, it is necessary to have a comprehensive strategy for teachers to become qualified, professional, committed educators who have the spirit of worship. This study focuses on assessing teacher quality development strategies in MAN 3 Jember. This study uses a phenomenological perspective on a case study. As a result, developing teacher quality in MAN 3 Jember is (1) compiling, compiling, and formulating the vision, mission, and objectives of the institution, to realize teacher quality; (2) building a commitment that has worship values; (3) building attitude and discipline; (4) changing the mindset also building the positive character of the teacher.

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