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The Leadership Behavior of Madrasah Principals in Improving the Quality of Education in MAN 3 Medan

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The Leadership Behavior of Madrasah Principals in Improving the Quality of Education in MAN 3 Medan

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Abstract

This article aimed to determine the existing leadership behavior in the school as an effort to improve the quality of education by implementing programs, communication, and motivation. This research used qualitative methods in case study. The researchers used triangulation, observation, interviews, and documentation in data collecting methods. The results showed that the implementation of activity programs such as training can improve the quality and professionalism of teachers. Coaching extracurricular activities can add insight and soft skills to students. The implementation of the Adiwiyata Dimadrasah program aimed at creating awareness of loving the environment and as a place for learning. The communication applied by the principal was interpersonal communication, two-way, and feedback. The form of motivation towards madrasah citizens was exemplified by performance, professional, procedural and agents of change. Keywords: Leadership, Quality of Education, Teacher Professionalism

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... Dijelaskan bahwa Standar Kompetensi Guru dikembangkan secara utuh dari 4 kompetensi utama yaitu, 1) kompetensi pedagogik; 2) kepribadian; 3) sosial; 4) profesional. Keempat kompetensi tersebut terintegrasi dalam kinerja guru (Zaini & Syafaruddin, 2020). ...
Article
The purpose of this study is to discuss the assessment of teacher performance. This research method is the literature review. The results showed that the Teacher Competency Standards were developed as a whole from 4 main competencies, namely pedagogic, personality, social, and professional competencies. The fourth competency is integrated into teacher performance. There are indicators of teaching skills by the teacher, namely, a) questioning skills; b) skills to provide reinforcement (reinforcement skills); c) the skill of making variations; d) explaining skills (explaining skills); e) skills to open and close lessons (set induction and closure skills); f) skills to guide small group discussions; g) classroom management skills; h) individual learning skills. In conclusion, teacher performance has certain specifications or criteria. Teacher performance can be seen and measured based on specifications or competency criteria that must be possessed by every teacher. Keywords: Management, Performance Appraisal
... On the contrary, the curriculum is needed as a direction guiding the students to grow and achieve their goals in educational institutions. Furthermore, the curriculum is also a standard of action used by teachers in teaching materials (Thierry et al., 2020;Zaini & Syafaruddin, 2020;Nasir, 2020). Therefore, it is always used as a dual guide, both for teachers and institutions in planning and implementing teaching and learning processes in educational institutions. ...
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In addition, this study aims to analyze the application of religious moderation values in Islamic education and character subjects at State Senior High School 9 Manado using a qualitative descriptive method. Primary data were obtained from teachers of Islamic Education and Character through interviews and observations, while secondary data was collected through documentation from students' and teachers' books, Lesson Plans, and Syllabus for Islamic education and character subject of 2013 Curriculum. The result showed that teachers' implementation of religious moderation values in Islamic Education and Character subjects is carried out by teachers using an additive approach and developing indicators of achievement of Basic Competencies as outlined in the lesson plan and the syllabus. It is also associated with paying attention to the principles of relevance, consistency, and adequacy. This study also found that implementing religious moderation values is carried out through exemplary examples by teachers in schools and the community.
... On the contrary, the curriculum is needed as a direction guiding the students to grow and achieve their goals in educational institutions. Furthermore, the curriculum is also a standard of action used by teachers in teaching materials (Thierry et al., 2020;Zaini & Syafaruddin, 2020;Nasir, 2020). Therefore, it is always used as a dual guide, both for teachers and institutions in planning and implementing teaching and learning processes in educational institutions. ...
Article
Full-text available
In addition, this study aims to analyze the application of religious moderation values in Islamic education and character subjects at State Senior High School 9 Manado using a qualitative descriptive method. Primary data were obtained from teachers of Islamic Education and Character through interviews and observations, while secondary data was collected through documentation from students' and teachers' books, Lesson Plans, and Syllabus for Islamic education and character subject of 2013 Curriculum. The result showed that teachers' implementation of religious moderation values in Islamic Education and Character subjects is carried out by teachers using an additive approach and developing indicators of achievement of Basic Competencies as outlined in the lesson plan and the syllabus. It is also associated with paying attention to the principles of relevance, consistency, and adequacy. This study also found that implementing religious moderation values is carried out through exemplary examples by teachers in schools and the community.
... La formación y competencias de los responsables de la gestión incide en la calidad educativa en el territorio (Irmayani et al., 2018;Zaini & Syafaruddin, 2020;Daza et al., 2019;García et al., 2020), por lo tanto, los programas de posgrados que se configuren deben responder no solo a las necesidades del contexto, sino también a los intereses de los directivos docentes; es decir, a sus expectativas en perspectiva del desarrollo de competencias que permitan mejorar su ejercicio como gestores y así aportar al mejoramiento de los procesos institucionales y la calidad de la educación. En este sentido, la presente investigación ha explorado en las voces de rectores del departamento del Magdalena sus aspiraciones formativas en el nivel de posgrados en el campo de la gestión pedagógica, pensando en contribuir a mejorar los resultados de calidad educativa en el Territorio. ...
Article
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El presente artículo busca develar las principales expectativas en cuanto a formación avanzada que tienen los directivos docentes en el campo de la gestión pedagógica. Esta información surge desde las voces de los rectores, en procura de configurar escenarios formativos en este campo académico. La investigación es de naturaleza cualitativa, sin discriminar datos estadísticos. Se enmarca en la Teoría Crítica de las ciencias con una intencionalidad comprensiva-transformadora. Se privilegia un trayecto metodológico enmarcado en la perspectiva de la complementariedad multi-metódica, permitiendo el uso de técnicas de investigación como la reunión focal de diálogo, la entrevista a profundidad y el cuestionario. Los actores sociales participantes están representados en 139 rectores del departamento del Magdalena (Colombia). De los resultados se puede leer que entre los rectores existe un gran interés por continuar sus estudios de formación postgraduada y una cualificación profesional a nivel de maestría y doctorado. El mayor sueño o aspiración en el desempeño de los directivos docentes va encaminado al mejoramiento de la calidad educativa. Además, tiene la expectativa por un programa de formación avanzada en el campo de la gestión pedagógica que reconcilie el binomio pedagogía – gestión; un programa contextualizado y adaptado a las necesidades y requerimientos del Territorio; que fortalezca las prácticas de gestión y de liderazgo de los directivos docentes; que se piense desde la interculturalidad, que sea humanista y que enfatice en la planeación y en metodologías innovadoras de la de gestión pedagógica.
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