PENGEMBANGAN KOMPETENSI DAN KOMITMEN GURU DI MTS UNGGULAN AL QODIRI DAN SMP AL BAITUL AMIEN KABUPATEN JEMBER

munir, akhmad (2025) PENGEMBANGAN KOMPETENSI DAN KOMITMEN GURU DI MTS UNGGULAN AL QODIRI DAN SMP AL BAITUL AMIEN KABUPATEN JEMBER. Doctoral thesis, UIN KHAS JEMBER.

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Abstract

ABSTRAK
Munir, Akhmad, 2025. Pengembangan Kompetensi dan Komitmen Guru di MTs Unggulan Al
Qodiri dan SMP Al Baitul Amien Kabupaten Jember. Disertasi. Program Studi
Manajemen Pendidikan Islam Pascasarjana Universitas Islam Negeri KH.
Achmad Siddiq Jember. Promotor I: Prof. Dr. H. Miftah Arifin, M.Ag. Promotor
II: Prof. Dr. H. Sofyan Tsauri, M.M.
Kata Kunci: Pengembangan Kompetensi, Komitmen, Guru
Salah satu ujung tombak kualitas pendidikan (quality of education) ditentukan oleh
kualitas guru (quality of teachers). Karenanya pengelolaan guru secara profesional menjadi
sebuah keniscayaan. Hal mendasar yang melekat pada diri guru adalah kompetensi dan
komitmennya. Semakin kompeten guru maka semakin besar peluang peningkatan kualitas
pendidikan. Semakin kuat komitmen guru maka semakin kuat pula kualitas pelayanan (service
quality) yang akan diberikan kepada lembaganya. Namun kenyataannya, pengembangan
kompetensi dan komitmen di sebuah lembaga pendidikan masih beragam dan belum menjadi
perhatian demi tercapainya kompetensi profesional guru dan komitmen guru profesional.
Penelitian ini berasal dari pertanyaan bagaimana pengembangan kompetensi profesional
guru dan komitmen guru profesional di MTs Unggulan Al Qodiri dan SMP Al Baitul Amien di
Kabupaten Jember.
Hasil penelitian menunjukkan bahwa pengembangan kompetensi dan komitmen guru
berdasarkan pada pengembangan kompetensi dan komitmen berbasis nilai spiritual.
Pengembangan kompetensi profesional guru mengacu pada pengembangan empat kompetensi
yang ada sesuai regulasi pendidikan. Kompetensi pedagogik: adaptasi guru terhadap siswa
menjadi dasar dalam pengembangan minat bakatnya; menjadikan MGMP sebagai landasan
dalam memulai perencanaan proses pembelajaran. Kompetensi kepribadian: guru merasa
menjadi role model atau uswatun hasanah bagi siswanya. Kompetensi sosial: guru membagi
peran dengan pimpinan sekolah terkait komunikasi bersama stakeholder. Kompetensi
profesional: guru di kedua lembaga sama-sama updated ilmu pengetahuan sesuai kompetensinya
melalui diklat, pelatihan, dan atau workshop relevan yang diadakan oleh lembaga. Sedangkan
pengembangan komitmen guru di kedua lembaga nampaknya relatif berbeda. Di satu sisi, sense
of belonging di MTs Unggulan Al Qodiri nampaknya terbangun dari SDM guru yang mayoritas
alumni pondok pesantren sekaligus ikatan batin yang kuat antara guru dan siswa sekaligus ikatan
nilai kesantrian pondok pesantren. Sedangkan di sisi yang lain, guru di SMP Al Baitul Amien
nampaknya kebanggaan muncul oleh karena reputasi dan atau nama baik kelembagaannya.
Selain itu, guru dengan latar belakang “ilmu umum” menjadi senang dan bangga oleh karena
setiap hari perlu mempraktekkan bacaan agama bersama dengan siswa. Selain itu, full day school
telah memberikan hikmah positif bagi guru bahwa sekolah menjadi keluarga kedua setelah
keluarga sendiri di rumah masing-masing.
ABSTRACT
Munir, Akhmad, 2025. The development of Teacher Competency and Commitment at MTs Al
Qodiri and SMP Al Baitul Amien Kabupaten Jember. Dissertation. Doctoral
Study Program of Manajemen Pendidikan Islam Universitas Islam Negeri KH.
Achmad Siddiq Jember. Adviser I: Prof. Dr. H. Miftah Arifin, M.Ag. Adviser
II: Prof. Dr. H. Sofyan Tsauri, M.M.
Key Words: Development of Competency, Commitment, Teacher
One of the spearheads of the quality of education is determined by the quality of
teachers. Therefore, professional management of teachers is a must. The basic things inherent
in teachers are their competence and commitment to an educational institution. The more
standardized teacher competence, the greater the opportunity to improve the quality of
educational institutions. The stronger the teacher's commitment to their educational institution,
the stronger the quality of service they will provide to their institution. However, in reality, the
development of competence and commitment in an educational institution is still diverse and
does not focus on increasing competence and commitment.
This research based on the question of how the development of teacher professional
competence and profesional teacher commitment at MTs Unggulan Al Qodiri and SMP Al
Baitul Amien Kabupaten Jember.
The result shows that the development of teacher competence and commitment is based
on spiritual values. The development of teacher professional competence refers to the
development of four competencies which are relevant to regulation of education. Pedagogical
competence: the teacher's adaptation to students is the basis for developing their talents and
interests; and making the Subject Teacher Conference (MGMP) as the basis for starting plan
of learning process. Personality competence: teachers feel like they are role models or uswatun
hasanah for their students. Social competence: it seems that teachers share roles with school
leaders regarding communication with stakeholders. Professional competence: teachers at both
institutions, update their knowledge according to their competencies through relevant trainings
and/or workshops held by the institutions. Meanwhile, the development of teacher commitment
in the two institutions appears to be relatively different. On the one hand, the sense of belonging
at MTs Unggulan Al Qodiri seems to be built from the human resources of the teachers, the
majority of whom are Islamic boarding school alumni, as well as the strong inner bond between
teachers and students as well as the Islamic boarding school values. Meanwhile, on the other
hand, teachers at SMP Al Baitul Amien seem to be proud because of the reputation of their
institution. Apart from that, teachers, the majority of whom have a "general science"
background, are happy and proud because every day they have to practice religious readings
together with their students. Apart from that, full day school at SMP Al Baitul Amien seems to
have provided positive lessons for teachers that teachers at school have become a second family
after their own family at home.

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