Subject Teacher Development Management in Improving Teacher Competencies in Madrasah Working Group (KKM): Case Study at KKM 05 Pasirjambu, Bandung Regency

Abstract

Teachers are the most dominant and most important factor in formal education, because teachers are role models for students and even become self-identifying figures. The success or failure of education implementation is largely determined by the teacher's readiness in the process of teaching and learning activities. A teacher can be said to be competent when he is able to carry out his duties well, efficiently and responsibly. A competent teacher is a teacher who has the ability from planning, implementing, to assessing the learning process. Thus, as a professional teacher, the most important task is to plan learning, carry out the learning process, assess learning outcomes, and carry out learning evaluations, as well as conducting research and dedication to learning which are summarized in 4 teacher competencies including, personal competency, professional competency. Pedagogic competence and social competence. There are many things that result in the lack of professionalism of a teacher who does not have qualifications, including a bachelor's degree academic qualification and some teachers who are not suited to the subjects taught. Teacher competency development programs are implemented through the optimization of professional teacher organizations, in this case the MGMP, so that abilities in the 4 competencies and different experiences can be accommodated in one organization. MGMP (Subject Teachers' Conference) as a professional teacher organization is expected to be able to improve the quality of lessons and teacher competency. So MGMP management includes planning, organizing, implementing, monitoring. This study used a qualitative approach with case study design. Data collection was carried out using in-depth interview techniques, participant observation and documentation. Data analysis techniques include data reduction, data presentation and drawing conclusions. Based on data obtained by researchers through interviews, observation and documentation, the role of MGMP is not yet optimal in supporting teacher competency.