KINERJA MUSYAWARAH GURU MATA PELAJARAN (MGMP) PAI SMK DI KABUPATEN KLATEN
| Main Authors: | Tugiran, Tugiran, Prof. Dr. H., Usman Abu Bakar, M.A |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2017
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| Subjects: | |
| Online Access: |
http://eprints.iain-surakarta.ac.id/1019/1/Merged-20171019-082820.pdf http://eprints.iain-surakarta.ac.id/1019/ |
Daftar Isi:
- ii Kinerja Musyawarah Guru Mata Pelajaran (MGM) PAI SMK di Kabupaten Klaten Tugiran Abstrak Penelitian bertujuan untuk mengetahui: (1) profil dari MGMP PAI SMK di Kabupaten Klaten, (2) kinerja MGMP PAI SMK di Kabupaten Klaten, (3) hambatan-hambatan yang terjadi dalam pelaksanaan tugas dan fungsi MGMP PAI SMK di Kabupaten Klaten, (4) model Pembinaan yang dilakukan agar MGMP PAI SMK di Kabupaten Klaten dapat berjalan efektif dan efisien sesuai dengan tugas dan fungsi MGMP. Metode penelitian adalah metode kualitatif. Informan penelitian ditentukan secara purposive sampling yaitu ketua, skretaris, dan anggota MGMP PAI SMK di Kabupaten Klaten. Metode pengumpulan data menggunakan wawancara mendalam, observsi berperanserta, dan dokumentasi. Analisis data melalui proses data collection (pengumpulan data), data reduction (reduksi data), data display (penyajian data), dan data verifying (kesimpulan). Keabsahan data menggunakan teknik trianggulasi. Hasil penelitian: (1) profil MGMP PAI SMK di Kabupaten Klaten sudah sesuai dengan rambu-rambu KKG dan MGMP dari Departemen Pendidikan Nasional dengan pengembangan pada sisi tugas pokok dan fungsi MGMP, (2) kinerja MGMP PAI SMK di Kabupaten Klaten belum efektif. Hal ini terlihat dari dua unsur yang tidak sesuai dengan rambu-rambu KKG dan MGMP Direktorat Profesi Pendidikan, yakni: Pertama, perencanaan program kerja dibuat tanpa perencanaan tugas. Kedua, perencanaan fungsi hanya memuat 5 fungsi dari 8 fungsi, (3) hambatan MGMP PAI SMK di Kabupaten Klaten, yakni: pertama, hambatan internal: jadwal rapat sering berubah, keterlambatan anggota dalam mengahdiri rapat, perbedaan pendapat sesama anggota dalam rapat dan diskusi yang tidak dapat disatukan, anggota bersifat pasif dalam rapat dan hanya mengandalkan ketua dan para pengurus lainnya, keefektifan anggota dalam rapat yang mengandalkan para penggurus, dan kurangnya sarana dan prasarana. Kedua, hambatan eksternal, berasal dari sekolah anggota MGMP, yakni: perijinan yang sulit bagi anggota oleh kepala sekolah untuk megikuti rapat, tugas jabatan anggota di sekolah, dan kesamaan waktu rapat dengan kepentingan anggota (keluarga dan masyarakat), (4) model pembinaan yang terdiri dari dua model yaitu pembinaan untuk mengatasi permasalahan di organisasi MGMP PAI SMK di Kabupaten Klaten provinsi Jawa Tengah. Kata kunci: Kinerja, MGMP, Organisasi ِ◌ iii The Performance of the FSMT of Islamic Education at Vocational High School (VHS) in Klaten Regency Abstract Tugiran This study aims to investigate: (1) the profile of the Forum of Subject Matter Teachers (FSMT) of Islamic Education at Vocational High School (VHS) in Klaten Regency, (2) the performance of the FSMT of Islamic Education at Vocational High School (VHS) in Klaten Regency, (3) constraints in the task and function accomplishment by the FSMT of Islamic Education at Vocational High School (VHS) in Klaten Regency, and (4) the adopted advancement model for the FSMT of Islamic Education at Vocational High School (VHS) in Klaten Regency to run effectively and efficiently in accordance with tasks and functions of the FSMT. This was a qualitative study. The research informants were selected by the purposive sampling technique; they were the head, secretary, and members of the FSMT of Islamic Education at Vocational High School (VHS) in Klaten Regency. The data were collected through in-depth interviews, participant observations, and documentation. They were analyzed through the process of datacollection, data reduction, data display, and conclusion drawing/verification. The data trustworthiness was enhanced by the triangulation technique. The research findings are as follows. (1) The profile of the FSMT of Islamic Education at Vocational High School (VHS) in Klaten Regency has conformed to the regulations from the Teacher Work Group (TWG) and FMST of the Department of National Education regarding the main tasks and functions of the FSMT. (2) The performance of the FSMT of Islamic Education at Vocational High School (VHS) in Klaten Regency is not effective yet. This is indicated by two elements irrelevant to the regulations by the TWG and FMST of the Directorate of Educational Profession, i.e.: first, the work program plan which is made without task planning, and, second, the function planning which includes only five functions of eight functions. (3) Constraints that the FSMT of Islamic Education at Vocational High School (VHS) in Klaten Regency Regency encounters include: first, internal constraints such as the meeting schedule which is not fixed, members who are late for the meeting, different opinions that cannot be agreed upon among members in the meeting and discussion, members who are passive in the meeting and only depend on the head and other managerial board members, members’ passiveness in the meeting relying on managerial board members, and limited infrastructure facilities; and second, external constraints from the schools which are members of the FSMT such as the permit to attend a meeting for the members which is difficult to obtain from the principal, tasks of a member in relation to the position at the school, and the coincidence of the meeting time and the members’ interests (for families and society). (4) The advancement models comprise two models, namely the one to overcome problems in the organization of the FSMT of Islamic Education at Vocational High School (VHS) in Klaten Regency, Central Java Province, and the advancement from inside and outside of the organization of the FSMT of Islamic Education at Vocational High School (VHS) in Klaten Regency. Keywords: performance, FMST, organization iv الأْ َدَاءُ مُنَاقَشَة الْمُعَلِّمِ لِلتَّعْلِیمِ الدِّینِيِّ الإْ ِسْلاَ مِيِّ مَوَ اضِ یعَ،" سیكولولة الْمِھَنِيَّ " فِي مِنْطَقَةِ كَلاَ َ تَیْن توغیران مُجَرَّدَةٌ وَ یَھْدِفُ ھَذَا الْبَحْثَ مَعْرِ فَةٌ:( ١ (التَّشْكِیلَ الْجَانِبِيَّ لِمُدَاوَ لاَ تٍ ھَذَا الْمَوْ ضُوعَ الْمُعَلِّمَ التَّعْلِیمَ الْمِھَ الثَّانَوِیَّةَ لِلإْ ِسْلاَ مِ فِي ریجنسي كَلاَ َتَیْنِ،(٢ (الأْ َدَاءَ لِلْمُعَلِّمِ مُنَاقَشَة الْمَوَ اضِ یعِ الإْ ِسْلاَ مِیَّةِ التَّعْلِیمَ الْمِھَنِيَّ فِي مَدْرَسَة ثَانَوِیَّةٍ فِي كَلاَ َتَیْنِ ریجینسي،(٣ (الْحَوَ اجِزَ الَّتِي تَحَدُّث فِي أَدَاءِ الْوَ اجِبَاتِ والمھام لِلْمُعَلِّمِ مُنَاقَشَة الْمَوَ اضِ یعِ الإْ ِسْلاَ مِیَّةِ التَّعْلِیمَ الْمِھَنِيَّ فِي مَدْرَسَة ثَانَوِیَّةٍ فِي ریجنسي كَلاَ َتَیْنِ،( ٤ (بِنَاء النَّمُوذَجِ تُمَّ الْقِیَامُ بِھِ حَیْثُ أَنّھُ یَمَّكُنَّ تَشْغِیل مُدَاوَ لاَ تِ الْمُعَلِّمِ الْمَوَ اضِ یعِ الإْ ِسْلاَ مِیَّةِ التَّعْلِیمَ الْمِھَنِيَّ فِي مَدْرَسَة ثَانَوِیَّةٍ فِي ریجنسي كَلاَ َتَیْنِ فَعَّالِیَّةٍ و كَفَاءةٌ وَ فَقَا لِلْوَ اجِبَاتِ والمھام لِمُنَاقَشَةِ الْمَوَ اضِ یعِ الْمُعَلِّمِ. وَ كَانَ أُسْ لوبُ الْبَحْثِ الأْ َسَالِیبَ النَّوْ عِیَّةَ. یُحَدِّدُ الْبَحْثُ الْمُخْبِرُ فِي الْعَیِّنَاتِ الْھَادِفَةَ، إلا وَ ھِي سكریتاریس، الرَّئِیسَ ، وَ أَعْضَاء فِي " الكونغرس مَوْ ضُوع الْمُعَلِّمِ التَّعْلِیمَ الْمِھَنِيَّ الثَّانَوِیَّةَ لِلإْ ِسْلاَ مِ " فِي مِ نْطَقَة كَلاَ َتَیْنِ. أُسْلوبُ جُمِعَ الْبَیَانَاتُ بِاِسْتِخْ دَامِ الْمُقَابِلاَ تِ المتعمقة وأوبسیرفسي التَّسْجِیلَ وَ التَّوْ ثِیقَ . تَحْ لِیلُ الْبَیَانَاتِ مِنْ خِلاَ لَ عَمَلِیَّةِ جُمِعَ الْبَیَانَاتُ( جُمِعَ الْبَیَانَاتُ) وَ الْحَدَّ مِنَ الْبَیَانَاتِ( الْحَدَّ بَیَانَاتٍ)، وَ عُرِ ضَ الْبَیَانَاتُ( عُرِ ضَ الْبَیَانَاتُ)، وَ التَّحَقُّقَ مِنَ الْبَیَانَاتِ( خِتَامَ). صِ حَّةُ الْبَیَانَاتِ بِاِسْتِخْ دَامِ تِقْنِیَّاتِ الثُّلاَ ثِيِّ. نَتَائِجُ الْبَحْثِ:( ١ (التَّشْكِیلَ الْجَانِبِيَّ " مُنَاقَشَة مَوَ اضِ یعِ الْمُعَلِّمِ التَّعْلِیمَ الْمِھَنِيَّ الثَّانَوِیَّةَ لِلإْ ِسْلاَ ریجنسي كَلاَ َتَیْنِ اِمْتِثَالاَ لِعَلاَ َمَاتِ مَوَ اضِ یعَ الْمُدَاوَ لَةِ وَ الْمُعَلِّمِ كج مِنْ وِزَارَةِ التَّرْبِیَةِ الْوَ طَنِیَّةِ مَعَ وَ ضْعِ المھام الأْ َسَاسِیَّةُ وَ وَ ظَائِفُ " الْمُدَرِّسِینَ مَوَ اضِ یع النِّقَاشِ "، لَمْ تَكِنْ (٢ (الأْ َدَاءَ لِلْمُعَلِّمِ مُنَاقَشَة الْمَوَ اضِ یعِ الإْ ِسْلاَ مِیَّةِ التَّعْلِیمَ الْمِھَنِيَّ فِي مَدْرَسَةِ ثَانَوِیَّةٍ فِي كَلاَ َتَیْنِ فَعَالَةٍ. وَ ھَذَا یَتَّضِ حَ مِنَ الْعَنَاصِ رِ اِثْنَینِ الَّتِي لاَ تَتَّفِقُ مَعَ عَلاَ َمَاتِ التَّدَاوُ لِ وَ الْمُعَلِّمِ كج مَوَ اضِ یع الْمُدِیرِ یَّةِ مِھْنَة التَّعْلِیمِ، إلا وَ ھِي : أَوَ لاَ ، تَخْطِ یط الْعَمَلِ بِالْبَ رْ نَامَجِ بِدُونَ تَخْطِ یط المھام. ثَانِیَا، تَتَضَمَّنَ وَ ظِ یفَةُ التَّخْطِ یطِ فَقَطُّ خَمْسِ وَ ظَ ائِفِ مِنَ الدَّالاَّ تِ الثَّمَانِیَةَ ،( ٣ (الْعَقَبَاتِ " الْمُعَلِّمِینَ مُنَاقَشَة الْمَوَ اضِ یعِ " مِنَ الإْ ِسْلاَ مِیَّةِ الدَّیِّنِیَّةِ التَّعْلِیمَ الْمِھَنِيَّ الثَّانَوِیَّةَ فِي مِنْطَقَةِ كَ لاَ َتَیْنِ، ھُمَا: أَوَ لاَ ، أَنَّ الْحَوَ اجِزَ الدَّاخِ لِیَّةَ: جَدْوَ لَةُ الاْ ِجْتِمَاعَاتِ تَتَغَیَّرُ بِشَكْلِ مُتَكَرِّرٍ ، التَّأَخُّرَ فِي اِجْتِمَاعَاتٍ مینجاھدیري الأْ َعْضَاءَ، وَ الاْ ِخْتِلاَ َفَاتِ فِي الرَّأْي لِلزّملاَ ءِ الأْ َعْضَاءَ فِي الاْ ِجْتِمَاعَاتِ وَ الْمُنَاقِشَاتِ الَّتِي لاَ یَمُّكُنَّ دَمَ جَ، عُضْوَ ا سَلْبِیَّا فِي الاْ ِجْتِمَاعِ وَ عَادِلِ یَعْتَمِدُ عَلَى الرَّئِیسِ وَ الْمَجْ لِسِ الأْ ُخْ رَى، فَعَّالِیَّةُ الأْ َعْضَاءِ فِي الاْ ِجْتِمَاعِ الَّذِي یَعْتَمِدُ عَلَى بینجرس، وَ الاْ ِفْتِقَارَ إِلَى الْمُرَافِقِ وَ الْبُنِّیَّةِ التَّحْتِیَّةِ. الْ عَقَبَاتُ الْخَارِ جِیَّةُ، وَ الثَّانِیَةَ، مُسْتَمِدّ مِنْ مَدْرَسَةِ مَوَ اضِ یعِ أَعْضَاءِ " الكونغرس الْمُعَلِّمَ"، إلا وَ ھِي: نظَامُ تَرْ خِیصِ صَعْبَةِ لِلأْ َعْضَاءِ بِالرَّئِیِسیَّةِ لِلاْ ِجْتِمَاعِ ، مُھِ مَّةُ أَعْضَاءِ الْمَكْتَبِ فِي الْمَدْرَسَةِ، وَ فِي تَوْ قِیتِ مُشْتَرِ كٍ مَعَ مُصَالِحِ الأْ َعْضَاءِ( الأْ ُسْرَةَ وَ الْمُجْ تَمَعَ)،( ٤ (بِنَاء النَّمُوذَجِ یَتَكَوَّ نُ مِنَ اِثْنَینِ مِنْ نَمَاذِجِ، إلا وَ ھِيَ الْبِنَاءُ لِمُعَالَجَةِ الْمُنَظَّمَةِ لِلْمُدَاوَ لاَ تِ بِشَأْنِ " ھَذَ ا الْمَوْ ضُوعَ الْمُعَ لِّمَ التَّعْلِیمَ الْمِھَنِيَّ الثَّانَوِیَّةَ لِلإْ ِسْلاَ مِ " فِي مِنْطَقَةِ كَلاَ َتَیْنِ فِي مُقَاطَعَةِ جاوا الْوسطَى. الْكَلِمَاتُ الرَّئِیِسیَّةُ: الأْ َدَاءُ،" الْمُعَلِّمَ مُنَاقَشَة الْمَوَ اضِ یعِ"، الْمُنَظِّمَاتِ