Pengembangan Sumber Daya Manusia dalam Meningkatkan Kompetensi Pedagogik Guru di MI Jamaludin Toya

Abstract

Teachers’ pedagogical competence is an important element in ensuring the quality of learning planning, implementation, and evaluation. Therefore, human resource development needs to be implemented systematically and continuously, including in the context of MI Jamaludin Toya. This study aimed to describe human resource development in improving teachers’ pedagogical competence and identify the supporting and inhibiting factors in its implementation. The study employed a qualitative approach with a descriptive design. Data were obtained through observations, interviews, and documentation, with the madrasah principal and teachers serving as informants. The data were analyzed through data condensation, data presentation, and conclusion drawing, while their validity was examined through source and technique triangulation. The results showed that human resource development was implemented through two main strategies: education and training. The education strategy included upgrading academic qualifications, Pendidikan Profesi Guru (PPG), seminars, and scholarly activities. The training strategy included technical guidance, curriculum training, the preparation of learning materials, assessment, technology utilization, and internal madrasah mentoring, while the Kelompok Kerja Guru (KKG) supported both strategies. Its implementation was supported by the commitment of the madrasah principal and teachers, collaboration among teachers, and support from relevant institutions but was hindered by limited budgets, time and opportunities to participate in training, teacher workloads, and inadequate technological facilities. These constraints were addressed through academic supervision, internal discussions and mentoring, online training, webinars, and KKG activities. These findings confirm that continuous human resource development contributes to strengthening teachers’ pedagogical competence. In practical terms, madrasahs need to develop systematic and needs-based teacher development programs supported by adequate resources.