PERAN PELATIHAN BERBASIS KOMPETENSI DALAM MENINGKATKAN PROFESIONALISME GURU DAN KUALITAS PEMBELAJARAN SERTA PENGAJARAN DI PONDOK PESANTREN AL-AMANAH AL-GONTORY

Abstrak

Penelitian ini bertujuan untuk menganalisis peran pelatihan berbasis kompetensi dalam meningkatkan profesionalisme guru serta kualitas pembelajaran dan pengajaran di Pondok Pesantren Al-Amanah Al-Gontory. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi terhadap guru serta pihak pengelola pesantren. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan dengan teknik triangulasi untuk menjaga keabsahan data. Hasil penelitian menunjukkan bahwa pelatihan berbasis kompetensi berkontribusi dalam meningkatkan kompetensi pedagogik, profesional, dan keterampilan mengajar guru. Pelatihan dilaksanakan melalui proses identifikasi kebutuhan, pendampingan pembelajaran, serta evaluasi berkala. Dampak pelatihan terlihat pada peningkatan variasi metode pembelajaran, pengelolaan kelas yang lebih efektif, dan interaksi edukatif yang lebih aktif antara guru dan santri. Namun demikian, implementasi pelatihan belum berjalan optimal karena masih ditemukan kendala berupa rendahnya motivasi sebagian guru, keterbatasan pengawasan berkelanjutan, serta belum maksimalnya tindak lanjut pascapelatihan. Secara keseluruhan, pelatihan berbasis kompetensi memiliki peran strategis dalam meningkatkan profesionalisme guru dan kualitas pembelajaran di pesantren. Keberlanjutan program pelatihan, penguatan komitmen guru, serta dukungan manajemen lembaga menjadi faktor penting dalam mencapai peningkatan mutu pendidikan secara berkelanjutan.

This study aims to analyze the role of competency-based training in improving teacher professionalism and the quality of learning and teaching at the Al-Amanah Al-Gontory Islamic Boarding School. The study used a qualitative approach with descriptive methods. Data were collected through observation, in-depth interviews, and documentation with teachers and the boarding school management. Data analysis was conducted through data reduction, data presentation, and drawing conclusions using triangulation techniques to maintain data validity. The results indicate that competency-based training contributes to improving teachers' pedagogical, professional, and teaching skills. The training was implemented through a process of needs identification, learning mentoring, and periodic evaluation. The impact of the training was seen in increased variety of learning methods, more effective classroom management, and more active educational interactions between teachers and students. However, the implementation of the training has not been optimal due to obstacles such as low motivation among some teachers, limited ongoing supervision, and less than optimal post-training follow-up. Overall, competency-based training plays a strategic role in improving teacher professionalism and the quality of learning at Islamic boarding schools. Sustainability of training programs, strengthening teacher commitment, and support from institutional management are crucial factors in achieving sustainable improvements in educational quality.