Rekonstruksi Manajemen Diklat Guru TIK di Lembaga Pendidikan Islam: Strategi Inovatif Menuju Profesionalisme Berkelanjutan di Era Society 5.0

Asfiatul Hamidah; Nani Sri Cahyanti; Muhammad Husain

doi:10.35719/managiere.v4i1.2340

Asfiatul Hamidah Universitas KH Mukhtar Syafaat Blokagung Banyuwangi
Nani Sri Cahyanti Universitas KH Mukhtar Syafaat Blokagung Banyuwangi
Muhammad Husain Universitas KH Mukhtar Syafaat Blokagung Banyuwangi

DOI: https://doi.org/10.35719/managiere.v4i1.2340

Keywords: Training Management, Islamic Educational Institutions, ICT Teachers, Society 5.0, Professional Development, Innovation Strategy

Abstract

This study aims to reconstruct the management of education and training (diklat) for Information and Communication Technology (ICT) teachers in Islamic educational institutions by designing innovative strategies that enhance sustainable professionalism in the Society 5.0 era. The study is motivated by the limited readiness of ICT teachers to master digital pedagogy and smart technology due to inadequate training systems. Using a qualitative approach with a case study method at SMK King Abdul Aziz, data were collected through participatory observation, in-depth interviews with principals, ICT teachers, and students, as well as documentation analysis. The data were analyzed using Miles and Huberman's interactive model. The findings reveal that current training programs remain top-down, lack contextual relevance, are not aligned with teachers' needs, and insufficiently integrate smart technologies or professional learning communities. This study contributes theoretically to the development of innovation-based training management models and offers practical guidance for Islamic schools and policymakers to build more responsive and transformative professional development systems.

References

Chen, A. M. H., Brown, S., Mark, K., & McBane, S. (2023). An overview of instructional approaches and decision-making strategies to curtail curricular overload. American Journal of Pharmaceutical Education, 87(8), 100013. https://doi.org/https://doi.org/10.1016/j.ajpe.2022.12.001
da Silva, L. B. P., Soltovski, R., Pontes, J., Treinta, F. T., Leitão, P., Mosconi, E., de Resende, L. M. M., & Yoshino, R. T. (2022). Human resources management 4.0: Literature review and trends. Computers & Industrial Engineering, 168, 108111. https://doi.org/https://doi.org/10.1016/j.cie.2022.108111
Dlamini, R., Ramatsetse, B., Zenda, R., Gorimbo, J., & Mpungose, C. B. (2024). Establishing Professional Communities of Practice to Enhance Teacher Development in Technical Schools. Technical and Vocational Teaching in South Africa: Practice, Pedagogy and Digitalisation, 217–246.
Engel, O., Zimmer, L. M., Lörz, M., & Mayweg-Paus, E. (2023). Digital studying in times of COVID-19: teacher-and student-related aspects of learning success in german higher education. International Journal of Educational Technology in Higher Education, 20(1), 12.
Govindasamy, V., & Mestry, R. (2022). The principal’s role in managing curriculum change: Implications for the provision of quality education. South African Journal of Education, 42(4), 1–10. https://doi.org/10.15700/saje.v42n4a2294
Hennessy, S., D’Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., Brugha, M., & Zubairi, A. (2022). Technology use for teacher professional development in low-and middle-income countries: A systematic review. Computers and Education Open, 3, 100080. https://doi.org/https://doi.org/10.1016/j.caeo.2022.100080
Hubbard, P. (2023). Contextualizing and adapting teacher education and professional development. In Handbook of CALL teacher education and professional development: Voices from under-represented contexts (pp. 3–14). Springer.
Ismaya, B., Perdana, I., Arifin, A., Fadjarajani, S., Anantadjaya, S. P. D., & Muhammadiah, M. ud. (2021). Merdeka Belajar in the Point of View of Learning Technology in the Era of 4.0 and Society 5.0. Al-Ishlah: Jurnal Pendidikan, 13(3), 1777–1785. https://doi.org/https://doi.org/10.35445/alishlah.v13i3.556
Masitoh, S. D., & Purbowati, D. (2024). Enhancing Teacher Professionalism in Indonesia: Challenges and Strategies for Digital Technology Utilization in the Society 5.0 Era. HEUTAGOGIA: Journal of Islamic Education, 4(2), 219–236. https://doi.org/https://doi.org/10.14421/hjie.2024.42-06
Minh, N. T. T. (2024). Teacher Professional Development in Education 5.0. In Preconceptions of Policies, Strategies, and Challenges in Education 5.0 (pp. 175–204). IGI Global. https://doi.org/10.4018/979-8-3693-3041-8.ch011
Rahayuningsih, Y. S., & Muhtar, T. (2022). Pedagogik digital sebagai upaya untuk meningkatkan kompetensi guru abad 21. Jurnal Basicedu, 6(4), 6960–6966. https://doi.org/10.31004/basicedu.v6i4.3433
Reeves, T. C., & Lin, L. (2020). The research we have is not the research we need. Educational Technology Research and Development, 68(4), 1991–2001.
Sanusi, I. T., Oyelere, S. S., & Omidiora, J. O. (2022). Exploring teachers’ preconceptions of teaching machine learning in high school: A preliminary insight from Africa. Computers and Education Open, 3, 100072. https://doi.org/https://doi.org/10.1016/j.caeo.2021.100072
Shahidi Hamedani, S., Aslam, S., Mundher Oraibi, B. A., Wah, Y. B., & Shahidi Hamedani, S. (2024). Transitioning towards Tomorrow’s Workforce: Education 5.0 in the Landscape of Society 5.0: A Systematic Literature Review. Education Sciences, 14(10), 1041. https://doi.org/https://doi.org/10.3390/educsci14101041
Supa’at, S., & Ihsan, I. (2023). The challenges of elementary education in society 5.0 era. International Journal of Social Learning (IJSL), 3(3), 341–360. https://doi.org/https://doi.org/10.47134/ijsl.v3i3.214
Swanson, R. A. (2022). Foundations of human resource development. Berrett-Koehler Publishers.
Tavares, M. C., Azevedo, G., & Marques, R. P. (2022). The challenges and opportunities of era 5.0 for a more humanistic and sustainable society—a literature review. Societies, 12(6), 149. https://doi.org/https://doi.org/10.3390/soc12060149