POLA PENINGKATAN KAPASITAS GURU MELALUI PEMBERDAYAAN GURU DI WILAYAH MINORITAS MUSLIM THAILAND

Authors

  • Nuhzatul Ainiyah UIN Sunan Ampel Surabaya, Indonesia
  • Muhammad Nuril Huda UIN Sunan Ampel Surabaya, Indonesia
  • Afida Safriani UIN Sunan Ampel Surabaya, Indonesia
  • Arfal Awakachi Phatna Witya School Yala Thailand, Thailand

DOI:

https://doi.org/10.15575/isema.v8i2.30606

Abstract

In order to create quality of teacher, Thailand government requires the empowerment of teacher which is carried out regularly and continuously. However, Thailand consists of two parts with differences in religion, race, ethnicity, region and culture. They are Northern Thailand, known as the Kingdom of Thailand, and Southern Thailand with a majority Muslim population with a total of 80% from the three provinces of Southern Thailand, are Patani, Yala, and Narathiwat, which are known as Thailand minority. In developing and maintaining Islamic education in the region, teachers play a main role through Islamic learning. Thus, teacher empowerment becomes a crucial issue, because teachers are the main component that influence the learning process in order to achieve Islamic education. The aim of this research is to describe about the pattern of increasing teacher capacity through teacher empowerment in order to maintain Islamic education in Muslim minority areas of Thailand, as well as how teachers in Muslim minority areas are empowered by the Kingdom of Thailand. The method used for this research is a qualitative approach. This research located at the Islamic Phatna Witya School of Yala, Southern Thailand. The results of this research are that teacher empowerment at Phatna Witya School is carried out routinely through planning, implementing, and evaluation. In empowering teachers, Thai Kingdom does not discriminate between race, ethnicity, or religion. In fact, the Kingdom of Thailand upholds togetherness with the aim of improving the quality of education.

References

Ahrari, S., Roslan, S., Zaremohzzabieh, Z., Rasdi, R. M., & Samah, A. A. (2021). Relationship Between Teacher Empowerment and Job Satisfaction: A Meta-Analytic Path Analysis. Cogent Education, 8(1). https://doi.org/10.1080/2331186X.2021.1898737

Almasri, M. N. (2016). Manajemen Sumber Daya Manusia: Implementasi dalam Pendidikan Islam. Kutubkhanah: Jurnal Penelitian Sosial Keagamaan, 19(2). 133-151. http://dx.doi.org/10.24014/kutubkhanah.v19i2.2547

Azisi, A. M., & Qotrunnada, L. (2021). Analisis Kebudayaan dan Sistem Pendidikan Islam Kawasan Asia Tenggara (Indonesia, Malaysia, Thailand). Al-Fikr: Jurnal Pendidikan Islam, 7(2), 73–87. https://doi.org/10.32489/alfikr.v7i2.222

Djamil, N., Rajab, K., & Helmiati, H. (2021). Analisis Kebijakan Pendidikan Islam di Negara yang Dilanda Konflik: Studi Kasus di Pattani Thailand. Jurnal El-Riyasah, 12(2), 171. https://doi.org/10.24014/jel.v12i2.15522

Forefry, N. (2017). Strategi Pemberdayaan Guru oleh Sekolah (Studi Kasus di SMAN 5 dan SMA Darul Hikam Kota Bandung). Jurnal Administrasi Pendidikan, 14(1), 47–59. https://doi.org/10.17509/jap.v24i1.6510

Hasan, S. (2018). Profesi dan Profesionalisme Guru. Uwais Inspirasi indonesia.

Izzan, A. (2012). Tafsir Pendidikan: Konsep Pendidikan Berbasis Alquran. Humaniora.

Mayasari, N., Arifin, M. M., Purnomo, D., Suyitno, M., Hikmah, N., Arjuna, A., Lestari, M. Z., Rachman, R. S., Ependi, N. H., Loilatu, S. H., Rispatiningsih, D. M., Rijal, S., Sholihannisa, L. U., & Sari, F. (2022). Perencanaan Pendidikan. Sada Kurnia Pustaka.

Mitkovska, S. J. (2010). The Need of Continuous Professional Teacher Development. Procedia-Social and Behavioral Sciences, 2(2), 2921–2926. https://doi.org/10.1016/j.sbspro.2010.03.441

Notosudjono, D., Retnowati, R., & Mardiana, M. (2022). Peningkatan Perilaku Inovatif Guru: Melalui Penguatan Kerjasama Tim, Pemberdayaan, dan Kepemimpinan Visioner. Media Nusa Creative (MNC Publishing).

Rahman, R., & Muliati, I. (2020). Pendidikan Islam di Thailand. Al-Kawakib, 1(1), 23–34. https://doi.org/10.24036/kwkib.v1i1.10

Samaeng, A., & Sutarsih, C. (2015). Kompensasi, Motivasi Berprestasi dan Kinerja Mengajar Guru SMP di Yala Thailand Selatan. Jurnal Administrasi Pendidikan, 12(2), 13–22. https://doi.org/10.17509/jap.v22i2.5385

Susanto, A. (2016). Manajemen Peningkatan Kinerja Guru: Konsep, Strategi, dan Implementasi. Prenada Media.

Widodo, W., & Sriyono, H. (2020). Strategi Pemberdayaan Guru dalam Meningkatkan Mutu Pendidikan. Faktor: Jurnal Ilmiah Kependidikan, 7(1), 7–12. http://dx.doi.org/10.30998/fjik.v7i1.5628

Wuryastuti, S., Tiurlina, T., & Suzanti, L. (2019). Pengembangan Kapasitas Guru Sekolah Dasar Melalui Workshop Pembelajaran Berbasis Multiple Intelligences. Proseding Didaktis: Seminar Nasional Pendidikan Dasar, 4(1). 39-45. http://proceedings.upi.edu/index.php/semnaspendas/article/view/1203

Downloads

Published

2023-12-31

Issue

Vol. 8 No. 2 (2023): Jurnal Islamic Educational Management

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).