Tahfizh Teacher Development Management in Community Learning Activity Centers (PKBM): Competency Standards, Practices, and Supervision Limitations
DOI:
https://doi.org/10.54437/urwatulwutsqo.v15i3.3919Keywords:
Community Learning Center (PKBM), non-formal education, supervision, teachers, teacher development managementAbstract
This study analyzes the management of Qur'an memorization teacher development at Community Learning Centers (PKBM) in the Special Region of Yogyakarta, focusing on competency standards, development practices, supervision, evaluation, feedback, and institutional capacity. Using a qualitative case study design, data were collected from 10 informants, including PKBM heads, foundation administrators, coordinators, and teachers, through semi-structured interviews and document analysis. Data were analyzed thematically through coding, grouping themes, identifying patterns, and drawing conclusions. The findings show that although both PKBMs have established competency standards and implemented development programs, their mapping of teacher development needs remains unsystematic. PKBM A adopts a more relational, organic, and situational approach, whereas PKBM B is relatively more structured through task division and coordination. Nevertheless, both face difficulties integrating supervision, evaluation, feedback, and follow-up into a coherent professional development cycle. Limited human resources, time constraints, unclear role divisions, and limited supervisory capacity hinder this integration. This study offers a novel perspective by positioning internal managerial capacity as a mechanism connecting supervision, evaluation, feedback, and targeted teacher development. Sustainable professional development depends on institutions' ability to integrate these components into a continuous and documented process by optimizing existing structures and resources.
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