Jurnal Al-Fikrah: Jurnal Manajemen Pendidikan
Vol X (1), 2022, (July-December)
http://ecampus.iainbatusangkar.ac.id/ojs/index.php/alfikrah 2339-0131 (PrintISSN)
2549-9106 (OnlineISSN)
Management of Madrasah Heads in Improving the Quality of Education
Dina Ratna Sari*1, Jetry Urcy2
SMAN 1 Padang Panjang, Indonesia1, Cebu Normal University, Philippines2 Jl. Kh. Ahmad Dahlan, Guguk Malintang, Kec.Padang PanjangTimur, KotaPadang Panjang
e-mail:[email protected]
*) Corresponding Author
Abstract: This study aims to see how the implementation of madrasah principal management in improving the quality of education at MTsN 1 Batang Hari. The methodology used in this research is a qualitative method in the form of a case study. The respondent of this study was the head of the madrasah and teachers at MTsN 1 Batang Hari. The research instruments are interviews, observation, and documentation. Data analysis technique was used to condense or reduce data, present data, and draw a conclusion. The results of this study indicate that the implementation of madrasah principal management in improving the quality of education can be seen from the implementation of several programs. These programs start from planning management, implementation management, and evaluation management. The planning program is comprehensive, integral, qualitative and quantitative, sustainable, efficient, reliable administration, and resource accumulation. The implementation program includes teamwork, adequate facilities, information disclosure, and involving stakeholders, students, and parents in all activities. The evaluation program implements the principal’s managerial competencies, leadership abilities, and skills in managing madrasahs, preserving the culture and climate of madrasahs, and guiding educators and madrasahs employees.
Keywords:Management, Head of Madrasah, Quality of Education INTRODUCTION
n recent times, there have been updates in thinking patterns and needs related to educational issues. Marlena (2013) explains that it is able to provide more professional attention to the effective aspects of educational objectives, which are in line with aspects of knowledge and skills. Education scientists since the late 1970s have developed educational theories that influence values and attitudes practically. The term confluence education, and effective, education, appears in references from the west. This is also known
as values education, which is a form of concern for education in developing the effective aspects of students.
According to Liza Martini (2013), there are a number of problems that must be faced by national education, one of which is the quality of education at the education level, especially the primary and secondary levels which are still very low. Thus, according to the facts on the ground that the demands and expectations of the community have not been fully met in the field of education. This can be seen from the low quality of graduates, and the
I
Received:12-01-2022; Revised:25-06-2022; Accepted15-12-2022
unresolved educational problems. As a result, society is often let down by educational outcomes. This very low quality of education brought Indonesia to be ranked 119th in the world and 41 out of a total of 47 total countries in Asia in 2004. The data is a reflection of that quality.
It is not an easy thing to achieve goals and success in improving the quality of educational institutions. According must be full support from many parties to strive for this improvement so that there are no obstacles in the implementation process and the results can be easily achieved. Each element must work together solidly, from the government, madrasah residents, parents, and religious leaders, and all community leaders must be able to participate and have an active role in this improvement process. The support of these elements is needed and very decisive in an effort to improve these qualities.
Madrasah is one of many organizations that have the power to provide assistance and lead students to achieve what they expect.
Nurul (2018) argues that a quality madrasa is able to produce high-achieving students and is able to take advantage of the quality of the teachers and the surrounding community also provides support. The improvement of the quality of this madrasa is certainly the result of the efforts that have been made, not by itself.
In this case, of course, the leadership or head of the madrasa and related parties are trying to do something, changing the "status quo" so that the madrasa can be better. So that if there is a good madrasa among the madrasahs that is not good. Then the changes and updates of the good madrasa can be observed and become a guideline for other madrasas. This improvement will also be more effective depending on how the management is carried out,Balance in the educational process must be carried out so that there is stability in the process of managing education. Wijaya (2017) stated that there are coordination lines connecting superiors to subordinates also in the world of education. Interactions are intertwined according to connecting lines.
There must be discretion in treating every staff carried out by the head of the madrasa. There
must be no inequality or injustice, so that social jealousy can be avoided in the madrasa.
The burden of duties carried must also be beaten flat so that in running the organization there is a balance. It is unethical to give a lot of wages while only working lightly, and on the contrary to give a small wage for heavy work.
In improving the quality of education, the head of the madrasa has a very large share, because the head of the madrasa is the highest power holder and has the right to regulate and develop education in the institution he leads.
However, realizing the quality of education is not easy for the principal. support and determinant of the success of an educational institution, this is where the obstacles faced by the world of education lie, because finding leaders as well as supporting and determining success is not easy. In addition, Fitrah (2022) also added that in order to realize the quality of education, many innovations are currently being carried out but are not conceptually lived by the principal, the planning is instantaneous and the implementation is carried out in a hurry.
There have been several previous studies related to this study. First, research from Syarifah & Hasanah (2020) proves that to realize the quality of education, the head of the madrasah must play the role of a manager by planning, organizing, moving, and evaluating well, besides that the role of the head of the madrasah as a leader is to monitor, motivate, discipline and make innovations. Second, research from Hartono & Achmad (2021) shows that school principals realize the quality of education by appearing as educators, managers, administrators, and supervisors.
Third, research from Sormin (2017) proves that principal management in improving the quality of education is applied in the planning, implementation, and evaluation stages.
Based on the above problems, in realizing the quality of education, the head of the madrasah must carry out activity management in a planned and directed manner. Therefore, it is necessary to analyze the management of the head of the madrasah in improving the quality of education. This study aims to see how the implementation of the management
of madrasah heads improves the quality of education in MTsN 1 Batang Hari.
METHOD
Researchers use a qualitative approach, by means of case studies. In this study, the investigation process is specifically involved in defining a phenomenon or object of study separately and limited by time, location, and physical boundaries. The cases used are individuals, programs, activities, madrasahs, classrooms, or groups in MTsN 1 Batang Hari.
The samples used in this study came from leaders and educators at MTsN 1 Batang Hari.
Respondents were selected by purpose or purposive sampling. In this study, researchers carried out several techniques in the data collection process in order to obtain the research results needed as material for elaborating research. There are three steps to data collection techniques that researchers use, namely through observation, interviews, and documentation.
1. Observation
Observation is carried out by observing the object of study directly. In this context, researchers are conducting observations in the madrasah environment, classes, supporting facilities, and other things that still have relevance to the samples needed by researchers at MTsN 1 Batang Hari.
2. Interview
Interviews or interviews are conducted face-to-face with the speakers in order to obtain the information needed by the researcher. In this study, researchers conducted informal interviews with research respondents. This informal interview is a form of an interview that uses an unorganized and free and unplanned list of questions so that the information obtained can flow naturally so that it can be in-depth data. In interviews of this type, there is no set of questions predetermined by the researcher.
Questions are allowed to flow and are asked spontaneously in direct interaction or contact.
Researchers conducted interviews with all staff at MTsN 1 Batang Hari, including the head of the madrasah and educators. This interview was given to them so that researchers could find out what the application of madrasah head management is like in improving the quality of education in MTsN 1 Batang Hari.
3. Documentation
The documentation in this study is included in the supporting data or secondary data. The data documentation used by the researcher in this study is in the form of a checklist about the absorption of madrasah head management in improving the quality of education in MTsN 1 Batang Hari, the form of files, documents, or writings in the madrasah in accordance with the research topic and other secondary data.
Data analysis techniques are carried out by condensing or reducing data, presenting data, and drawing conclusions.
RESULT AND DISCUSSION
Based on the results of the interview, information was obtained that in implementing management to improve the quality of education, the head of the madrasah carried out programs including:
1. Implementation of Management Planning to Improve the Quality of Education
The principles used by the head of the madrasa in carrying out management planning in MTsN 1 Batang Hari are in accordance with the advice (Abdurrahman, 2018), namely:
a. Comprehensive; that is, representing education as a whole in the preparation of planning. Attention to all aspects of education must be a priority. Thus, education planning must be arranged consistently in line with the goals or wills to be achieved, both short-term and long-term goals and all types of needs can be covered from the needs of individuals, and community groups, to national development
b. It has an integral nature; This means that when preparing a comprehensive
plan, it must have been integrated by displaying or displaying clear procedures and management systems.
In addition, the process in this planning must be in line or one vision of social needs and there must be a certain harmonization and coordination between the units and agencies that design the plan.
c. Qualitative and quantitative aspects should be a concern; This means that when designing a plan, these two aspects must be used as a guide.
Because these two aspects greatly affect the success of planning.
d. It must be long-term and continuous;
Like the nature of the harifah of education which is not a pragmatic process alone, making there must be an understanding in the planning stage as an ongoing process. Even though it is demand, there is still planning with a certain period of time (short or long) e. Efficiency became the basis; Planning
must think of each resource in the need for costs and funds to be infused for basic needs. This is so that when the use of these resources can be carried out as efficiently as possible.
f. Get help from reliable administrative organizations; In planning, data will often be encountered. Therefore, special parties are needed in managing these data. Because accuracy in the use of data will determine the success of a plan.
g. Accumulate each resource; This aims to adapt planning to the available resources and of course as needed.
2. Implementation of Management Implementation to Improve the Quality of Education
The head of the madrasa conducts several programs, including:
a. Team Work
In improving the quality of Islamic education in the madrasa environment, it is important for the law to carry out good teamwork. A team is a collection of people who provide satisfaction to stakeholders by working together to
achieve the same goals. This is important for an organization to do because teamwork has a central role in TQM, especially if it is studied that teamwork is able to make organizational members more confident and improve communication, and can make independence develop.
Empowering every employee or employee is also part of teamwork by giving greater responsibility in the process of handling improvements or developing the quality of education.
This is able to become the main capital for madrasah educational institutions to improve the quality and achieve stakeholder satisfaction accompanied by a continuous improvement process.
Here are the functions of Teamwork:
1) Providing quality responsibility in the learning process.
2) Providing responsibility for the use of educators' time, materials, and space to be used
b. Provide facilities that can be used to evaluate and improve quality.
c. Become a conveyer of information for management if there are system changes related to quality improvement
d. Invite stakeholders to get involved. As a fulfillment of the demands and needs of users who be obsessed with improving quality, madrasahs need to maintain good relations with users, because it is one of the main missions of improving the quality of Islamic education in madrasahs
There are two kinds of users, namely:
1) Internal Users: namely educators, librarians, laboratory staff, technicians, and administrative staff.
2) External users, namely primary users: students, secondary users:
guardians, government, and society, and tertiary users: recipients/users of graduate services from universities and the business world) The main users are the peddlers because they directly receive services.
Meanwhile, parents or sponsors who have personal or institutional interests with third parties are second users.
Although indirectly it also seems to be the third user just like the government and society. Educators and staff who work within their own institutions also provide services for colleagues who are internal users.
The development of the madrasa can also be disrupted and make outsiders suffer if there is an unhealthy relationship inside the madrasa.
Therefore, TQM aims to turn the madrasa into a team that is sincere, has no conflicts, and avoids the potential for internal competition with the aim of satisfying all customers. That is one of the purposes of the existence of e. Get students involved,TQM
Involving students in a madrasa is not a fairly new thing, but in implementation, it can be said that it has not been optimal. To develop a curriculum that can be more effective in engaging students, it is necessary to have a concrete design. Involving students or asking for students' opinions in curriculum formulation and making decisions or things related to learning is considered very important. Students will be able to develop themselves in conceptual learning and are interested in challenges, besides that students are able to show their creativity if the atmosphere in the classroom is supportive by providing flexibility to students. The student's love for the madrasa will also grow and develop if the student has a central role in instructional-based activities. So far the student has only become the object of the class rather than the subject of education. Students are limited in their mobility by having to submit and comply with madrasa regulations while they also do not get the opportunity to express their potential. Students accept and live all the rules and lessons, but
with a sense of compulsion and discomfort. They were also not involved in drafting the design of rulemaking learning.
f. Encourage parent engagement;
Institutions must invite parents to be involved in the learning process in madrasahs because this is one of the important elements of Total Quality Management (TQM). Parents can act as motivators. Because the success of children in the future is very influential on how self-mastery is taught by parents. Furthermore, parents must also support children by providing access to opportunities for children to develop through the type of madrasah that children want, access to libraries or multimedia devices, this will certainly have an impact on children's intellectual and academic improvement.
Another role that parents must perform is to shape the child cognitively. The core formation can be done through their involvement in their educational activities. The norms prevailing in the environment should also be introduced by parents.
3. Implementation of Management Evaluation to Improve the Quality of Education
According to Andriani (2020), Evaluation is a step to assess the
performance of curriculum
implementation. There are three meanings, namely
a) Evaluation cannot be carried out without knowing the goals to be achieved
b) In the process of implementing and achieving the goal, what has been and is being worked on should be checked
c) Evaluation is an accumulation of conclusions from predetermined criteria
In evaluating management to improve the quality of education, the head of the madrasah carries out a program of activities in managing the implementation of monitoring and evaluation.
a. Realizing and applying the competence of the head of the madrasah as a manager, in the implementation of supervision and evaluation, and reporting, the madrasah leadership implements steps in carrying out supervision and assessment. First, the madrasa leadership gathers all madrasah residents in the morning to supervise and evaluate before learning is carried out. In addition, regular meetings every Monday also need to be carried out with all employees in the supervision process, meetings can be held after the flag parade. The function of this routine supervision is to find out the extent to which the implementation of the program has been achieved. Measurement indicators are agreed upon before the implementation process. This indicator serves to analyze and monitor every action. The results of measurements can be taken into consideration as evaluation tools and to perfect actions.
b. Leading the madrasah.
Madrasah leaders must be able to become motivators, mentors, and instigators for employees in carrying out tasks so that madrasah's goals can be achieved. As a leader, it is mandatory to be an example for all madrasa residents. Madrasah leaders must also instill awareness of the duties and responsibilities of employees, especially educators.
Leaders, a sense of community, and family also need to be built by madrasah leaders by taking a persuasive and heart-to-heart approach so that educators will always be aware of the responsibilities they carry. The role in leading orientation in Green, M and Cameron, E (2008) discuss exploring the five key roles used by effective leaders. The five roles are:
1) the edgy catalyzer;
2) the visionary motivator;
3) the measured connector;
4) the tenacious implementer;
5) the thoughtful architect.
Educational leadership is an accumulation of the influence of a leader who is shown for educators to be able to perform tasks in the world of education, both personally, and institutionally. This aims to create effective and efficient education.
Another definition said that leadership is an effort to lead and provide influence and guidance to educate employees in order to create a series of agreed activities.
c. Organizing and developing madrasas, Stakeholders must be involved by madrasah leaders, from madrasah residents to alumni in developing madrasahs. Especially with the drastic changes to the leadership of madrasas today. The success of madrasah change can be judged by how madrasah residents institutionalize the livelihood of the madrasa
d. Manifests the Culture and Climate of the madrasa,
Madrasah leaders are initiators in the process of making comfort because the principle of madrasah leaders is that residents must be comfortable with the madrasa environment, teachers must be able to provide comfort, and teachers must be comfortable with madrasahs. That is, if there is a sense of comfort in the madrasa, then freedom will also be present in the implementation of activities. Building togetherness between madrasah residents, so that the vision and mission are easier to realize. Madrasa leaders can build that culture by familiarizing the culture of greetings, providing a sense of community. Madrasah leaders have also changed the environment to be more comfortable, safe, and beautiful.
From the research process, it can be concluded that madrasah leaders are more conducive to creating a comfortable madrasa culture and climate than the previous madrasah. A conducive madrasa can be seen from the comfort and safety of the
environment that supports learning effectively. This conduciveness is very important, of course, to make students happier and have a good attitude towards madrasa, teachers also feel more valued, and parents and the community also get acceptance because they are involved. This is created through the process of creating positive norms and habits. Fellow employees also have good relationships on the basis of mutual respect for each other. A positive environment also motivates madrasah residents to do positive things as well.
Factors that affect the work and learning environment of madrasah residents
1) Location of placement,
2) Fostered communication relationships,
3) Teacher turmoil, 4) conflict management,
5) unification and optimization of information,
6) enrichment and harmonization of the work environment as well as the learning environment.
e. Guiding educators and employees, Madrasah leaders are the most important aspect in the process of guiding their employees. Because it is one of the indicators of the success of the madrasa. The goal of the guidance is to maximize the potential of existing human resources. So that determination is very necessary for the mentoring process. In employee recruitment, experience is of utmost importance. Madrasah leaders must also understand the potential of prospective employees so that they can be maximized and the employee can also contribute.
Based on the description above, it can be concluded that the madrasah head's program in improving the quality of education in the planning stage is comprehensive, integral, qualitative and quantitative, sustainable, efficient, reliable administration, and resource accumulation. This is in line with research
from explains that the planning stage must be comprehensive, integrated, long-term, and well-administered which includes the preparation of the vision, mission, and objectives of educational activities arranged within a period of a year and four years by covering all aspects, both student affairs, teachers, curriculum and the participation of parents and the community as school partners.
Furthermore, the implementation program includes teamwork, adequate facilities, information disclosure, and involving stakeholders, students, and parents in all activities. This is in line with the opinion of (Abdullah, 2018) who explained that the success of a school depends on how the implementation of educational activities is in harmony with all parties, namely the principal, teachers, education staff, administrative staff, students, guardians of students and the community. Gulden et al., (2020) added that a student's success in changing his behavior depends on the educational institution and the program of educational activities organized by the institution.
Then, the evaluation program applies the principal's managerial competence, leadership ability, and madrasah management skills, preserving madrasah culture and climate and guiding madrasah educators and employees.
Kurniawati et al., (2020) revealed that improving the quality of education is inseparable from the evaluation carried out by the principal as a leader figure who moves, directs, motivates, manages, organizes, and develops the educational institutions he leads.
CONCLUSION AND RECOMMENDATION
The conclusion of this study is that the application of madrasah leadership management in improving the quality of education can be seen from the process of implementing the program. These programs are planned as an initial stage, after which it is continued with implementation, and ended with an assessment or evaluation. The principle of planning is comprehensive, and integral, covering qualitative and quantitative aspects, long-term or sustainable, efficient, reliable administration, and accumulation of
resources. Programs at the implementation stage include teamwork, adequate facilities, information disclosure, and involving all stakeholders, students, and parents in all activities. The evaluation stage program applies the managerial competence of the principal, the ability to lead, the skills to organize and develop madrasahs, preserve the culture and climate of madrasahs, and guide madrasah educators and employees.
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