PENGEMBANGAN SUMBER DAYA MANUSIA STRATEGIS DI SEKOLAH ISLAM: MENILAI DAMPAK PELATIHAN, KOMPETENSI, DAN DUKUNGAN ORGANISASI TERHADAP KINERJA GURU
Keywords:
Strategic Human Resource Development (SHRD), Madrasah Teacher Competencies, Teacher PerformanceAbstract
This study aims to analyze the effectiveness of Strategic Human Resource Development (SHRD) in improving madrasah teacher performance through three main components: training quality, Islamic value-based teacher competencies, and organizational support. The research method employed a quantitative approach with an explanatory survey of 151 MTs (Islamic Junior High School) and MA (Islamic Junior High School) teachers. The instrument used was a Likert-type questionnaire, tested for construct validity and reliability using Cronbach's Alpha. Regression analysis was used to examine the partial and simultaneous effects between variables. The results showed that training significantly improved planning skills and material mastery, while teacher competency was the most dominant variable through pedagogical, professional, and Islamic spiritual aspects. Organizational support was also significant through supervision, facilities, and a collaborative culture. Theoretically, this study enriches the literature on Islamic value-based HRD and practically provides strategic recommendations for developing madrasah human resources in the digital era.
Downloads
References
Abedi, E. A. (2024). “We [teachers] first require basic technical [skills] training”: Investigating formal professional development pathways and knowledge needs of teachers for technology integration. Education and Information Technologies, 29(10), 11793–11814. https://doi.org/10.1007/s10639-023-12344-w
Aboramadan, M., Kundi, Y. M., & Becker, A. (2022). Green human resource management in nonprofit organizations: effects on employee green behavior and the role of perceived green organizational support. Personnel Review, 51(7), 1788–1806. https://doi.org/10.1108/PR-02-2021-0078
Alfawaire, F., & Atan, T. (2021). The effect of strategic human resource and knowledge management on sustainable competitive advantages at Jordanian universities: The mediating role of organizational innovation. Sustainability, 13(15), 8445. https://doi.org/10.3390/su13158445
Alonazi, W. B. (2021). Building learning organizational culture during COVID-19 outbreak: a national study. BMC Health Services Research, 21(1), 422. https://doi.org/10.1186/s12913-021-06454-9
AM, K. K., & Sesmiarni, Z. (2025). Analysis of Human Resource Management Strategies in Islamic Education. Jawda: Journal of Islamic Education Management, 82–94. https://doi.org/10.21580/jawda.v6i1.2025.26614
Amet, A. (2023). Transformation of islamic educational institutions in realizing quality human resources in the global era. Enrichment: Journal of Management, 12(6), 4919–4926. https://doi.org/10.35335/enrichment.v12i6.1128
Atkinson, C., Lupton, B., Kynighou, A., & Antcliff, V. (2022). Small firms, owner managers and (strategic?) human resource management. Human Resource Management Journal, 32(2), 449–469. https://doi.org/10.1111/1748-8583.12406
Basilotta-Gómez-Pablos, V., Matarranz, M., Casado-Aranda, L.-A., & Otto, A. (2022). Teachers’ digital competencies in higher education: a systematic literature review. International Journal of Educational Technology in Higher Education, 19(1), 8. https://doi.org/10.1186/s41239-021-00312-8
Blanchard, P. N., & Thacker, J. W. (2023). Effective training: Systems, strategies, and practices. Sage Publications.
Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54(3), 356–369. https://doi.org/10.1111/ejed.12345
Casey, T., Turner, N., Hu, X., & Bancroft, K. (2021). Making safety training stickier: A richer model of safety training engagement and transfer. Journal of Safety Research, 78, 303–313. https://doi.org/10.1016/j.jsr.2021.06.004
Chatterjee, S., Chaudhuri, R., & Vrontis, D. (2022). Does remote work flexibility enhance organization performance? Moderating role of organization policy and top management support. Journal of Business Research, 139, 1501–1512. https://doi.org/10.1016/j.jbusres.2021.10.069
Chiu, T. K. F., Falloon, G., Song, Y., Wong, V. W. L., Zhao, L., & Ismailov, M. (2024). A self-determination theory approach to teacher digital competence development. Computers & Education, 214, 105017. https://doi.org/10.1016/j.compedu.2024.105017
Dahri, N. A., Yahaya, N., Al-Rahmi, W. M., Almogren, A. S., & Vighio, M. S. (2024). Investigating factors affecting teachers’ training through mobile learning: Task technology fit perspective. Education and Information Technologies, 29(12), 14553–14589. https://doi.org/10.1007/s10639-023-12434-9
Dahrina, M., & Walidin, W. (2023). MADRASA PRINCIPALS’STRATEGIES IN IMPROVING TEACHER PERFORMANCE IN ISLAMIC ELEMENTARY SCHOOLS IN BANDA ACEH (A STUDY OF ISLAMIC ELEMENTARY SCHOOLS IN BANDA ACEH). Russian Law Journal, 11(3), 2974–2984. https://cyberleninka.ru/journal/n/russian-law-journal
de Araújo, M. L., Menezes, P. P. M., & Demo, G. (2022). Challenges in implementing competency-based management in the Brazilian public sector: An integrated model. Sustainability, 14(22), 14755. https://doi.org/10.3390/su142214755
De Vera, J. L., Andrada, M. D., Bello, A., & De Vera, M. G. (2021). Teachers’ competencies in educational technology integration on instructional methodologies in the new normal. Lukad: An Online Journal of Pedagogy, 1(1), 61–80. https://lukad.org/wp-content/uploads/2021/06/volume1_issue1_devera_et_al_June2021.pdf
Ergun, E., Tunca, S., Cetinkaya, G., & Balcıoğlu, Y. S. (2025). Exploring the Roles of Work Engagement, Psychological Empowerment, and Perceived Organizational Support in Innovative Work Behavior: A Latent Class Analysis for Sustainable Organizational Practices. Sustainability, 17(4), 1663. https://doi.org/10.3390/su17041663
Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449–2472. https://doi.org/10.1007/s11423-020-09767-4
Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & García-Martínez, I. (2022). Digital competences for teacher professional development. Systematic review. European Journal of Teacher Education, 45(4), 513–531. https://doi.org/10.1080/02619768.2020.1827389
Fernández-Morante, C., Cebreiro-López, B., Rodríguez-Malmierca, M.-J., & Casal-Otero, L. (2021). Adaptive learning supported by learning analytics for student teachers’ personalized training during in-school practices. Sustainability, 14(1), 124. https://doi.org/10.3390/su14010124
Firmansah, Y., Muqorobin, A., & Pramadhan, G. (2025). Integration of Maqasid Sharia in human resource development practices: a case study in waqf-based organization. Journal of Islamic Accounting and Business Research. https://doi.org/10.1108/JIABR-09-2024-0329
Haddade, H., Nur, A., Achruh, A., Rasyid, M. N. A., & Ibrahim, A. (2024). Madrasah management strategies through Madrasah Reform program: an evidence from Indonesia. International Journal of Educational Management, 38(5), 1289–1304. https://doi.org/10.1108/IJEM-05-2023-0236
Ishaq, M. I., Sarwar, H., Aftab, J., Franzoni, S., & Raza, A. (2024). Accomplishing sustainable performance through leaders’ competencies, green entrepreneurial orientation, and innovation in an emerging economy: Moderating role of institutional support. Business Strategy and the Environment, 33(2), 1515–1532. https://doi.org/10.1002/bse.3557
Karakose, T., Polat, H., & Papadakis, S. (2021). Examining teachers’ perspectives on school principals’ digital leadership roles and technology capabilities during the COVID-19 pandemic. Sustainability, 13(23), 13448. https://doi.org/10.3390/su132313448
Kholifah, K., Fanani, A. A., Hidayah, F., Hussen, B. T. E., & Baharun, H. (2024). Strengthening Madrasah Organizational Culture: Integration of Religious Values in Character Education in Madrasah. Al-Fahim: Jurnal Manajemen Pendidikan Islam, 6(2), 418–437. https://doi.org/10.54396/alfahim.v6i2.1425
Lakhal, S., & Khechine, H. (2021). Technological factors of students’ persistence in online courses in higher education: The moderating role of gender, age and prior online course experience. Education and Information Technologies, 26(3), 3347–3373. https://doi.org/10.1007/s10639-020-10407-w
Li, Y., Cai, Y., & Tang, R. (2023). Linking instructional leadership and school support to teacher expertise: The mediating effect of teachers’ professional development agency. Sustainability, 15(4), 3440. https://doi.org/10.3390/su15043440
Lomis, K. D., Mejicano, G. C., Caverzagie, K. J., Monrad, S. U., Pusic, M., & Hauer, K. E. (2021). The critical role of infrastructure and organizational culture in implementing competency-based education and individualized pathways in undergraduate medical education. Medical Teacher, 43(sup2), S7–S16. https://doi.org/10.1080/0142159X.2021.1924364
Mahipalan, M. (2023). The interplay between spirituality, compassion and citizenship behaviours in the lives of educators: a study. International Journal of Ethics and Systems, 39(4), 804–819. https://doi.org/10.1108/IJOES-12-2021-0233
Manca, S., & Delfino, M. (2021). Adapting educational practices in emergency remote education: Continuity and change from a student perspective. British Journal of Educational Technology, 52(4), 1394–1413. https://doi.org/10.1111/bjet.13098
Mata-López, W. A., Juárez-Hernández, L. G., Tobón, S., & Montesinos-López, O. A. (2021). ANALYSIS OF CONSTRUCT VALIDITY AND RELIABILITY OF TWO INSTRUMENTS TO EVALUATE PROFESSIONAL ORIENTED ACTIVITIES. Revista Española de Orientación y Psicopedagogía (REOP), 32(2). https://10.0.23.56/reop.vol.32.num.2.2021.31278
Nguyen, M., Rundle-Thiele, S., Malik, A., & Budhwar, P. (2023). Impact of technology-based knowledge sharing on employee outcomes: moderation effects of training, support and leadership. Journal of Knowledge Management, 27(8), 2283–2301. https://doi.org/10.1108/JKM-07-2022-0552
Nurbayan, Y., & Sanusi, A. (2025). Integrating Character Values and EdTech Media: A Study of Arabic Teachers’ Pedagogical Competence in Bandung Raya. International Journal of Learning, Teaching and Educational Research, 24(8), 248–271. https://doi.org/10.26803/ijlter.24.8.11%0D
Oo, C. Z., Alonzo, D., & Davison, C. (2023). Using a Needs-Based Professional Development Program to Enhance PreService Teacher Assessment for Learning Literacy. International Journal of Instruction, 16(1), 781–800. https://doi.org/10.29333/iji.2023.16144a
Oubibi, M., Fute, A., Xiao, W., Sun, B., & Zhou, Y. (2022). Perceived organizational support and career satisfaction among Chinese teachers: the mediation effects of job crafting and work engagement during COVID-19. Sustainability, 14(2), 623. https://doi.org/10.3390/su14020623
Owan, V. J., Ameh, E., & Anam, E. G. (2024). Collaboration and institutional culture as mediators linking mentorship and institutional support to academics’ research productivity. Educational Research for Policy and Practice, 23(1), 19–44. https://doi.org/10.1007/s10671-023-09354-3%0A%0A
Piwowar-Sulej, K. (2022). Environmental strategies and human resource development consistency: Research in the manufacturing industry. Journal of Cleaner Production, 330, 129538. https://doi.org/10.1016/j.jclepro.2021.129538
Posangi, S. S. (2024). Supervisory performance approach in improving the professional competence of islamic religious education teachers in Madrasah Aliyah, Gorontalo Province, Indonesia. Revista de Gestao Social e Ambiental, 18(3), e06118–e06118. https://doi.org/10.24857/rgsa.v18n3-111
Potnuru, R. K. G., Sahoo, C. K., & Parle, K. C. (2021). HRD practices, employee competencies and organizational effectiveness: role of organizational learning culture. Journal of Asia Business Studies, 15(3), 401–419. https://doi.org/10.1108/JABS-06-2020-0237
Rahman, G. (2025). Transforming Islamic Education Through Value-Based Leadership: A Narrative Review. Sinergi International Journal of Islamic Studies, 3(2), 83–95. https://doi.org/10.61194/ijis.v3i2.712
Ramly, M., Basalamah, S., & Bunyamin, A. (2024). PERFORMANCE ENHANCEMENT OF MADRASAH TEACHERS’: A STRUCTURAL EQUATION MODEL. Revista de Gestao Social e Ambiental, 18(2), 1–12.
Reid, D. H., Parsons, M. B., & Green, C. W. (2025). The supervisor’s guidebook: Evidence-based strategies for promoting work quality and enjoyment among human service staff. Charles C Thomas Publisher.
Ren, S., Cooke, F. L., Stahl, G. K., Fan, D., & Timming, A. R. (2023). Advancing the sustainability agenda through strategic human resource management: Insights and suggestions for future research. Human Resource Management, 62(3), 251–265. https://doi.org/10.1002/hrm.22169
Romlah, R., Warisno, A., Muslim, A. B., & Harun, A. (2025). Navigating tradition and modernity in the strategic management and transformation of Madrasah Aliyah in multicultural Indonesia. International Journal of Management in Education, 19(3), 284–310. https://doi.org/10.1504/IJMIE.2025.145945
S Blömeke, A Jentsch, N Ross, G Kaiser, J. K. (2022). Opening up the black box: Teacher competence, instructional quality, and students’ learning progress. 79. https://doi.org/10.1016/j.learninstruc.2022.101600
Saada, N. (2023). Educating for global citizenship in religious education: Islamic perspective. International Journal of Educational Development, 103, 102894. https://doi.org/10.1016/j.ijedudev.2023.102894
Setyosari, P., & Kamdi, W. (2021). Exploration of Moral Integrity Education and Superior Cadre Leadership at Madrasah Boarding School Indonesia. International Journal of Instruction, 14(4), 753–774. https://doi.org/10.29333/iji.2021.14443a
Tarigan, Z. J. H., Mochtar, J., Basana, S. R., & Siagian, H. (2021). The effect of competency management on organizational performance through supply chain integration and quality. Petra Christian University. https://repository.petra.ac.id/id/eprint/19158
Ulrich, D., Younger, J., & Brockbank, W. (2008). The twenty‐first‐century HR organization. Human Resource Management, 47(4), 829–850. https://doi.org/10.1002/hrm.20247
Wang, S., Christensen, C., Cui, W., Tong, R., Yarnall, L., Shear, L., & Feng, M. (2023). When adaptive learning is effective learning: comparison of an adaptive learning system to teacher-led instruction. Interactive Learning Environments, 31(2), 793–803. https://doi.org/10.1080/10494820.2020.1808794
Wardhani, W., Sa’diah, K., Simanjuntak, V. C., Ekawati, Y. A., & Nasution, S. W. P. (2025). Enhancing Human Resource Competence through Structured and Sustainable Learning & Development Programs. The Journal of Academic Science, 2(4), 1077–1086. https://doi.org/10.59613/8q3t0g96
Wiyono, B. B., Samsudin, Imron, A., & Arifin, I. (2022). The Effectiveness of Utilizing Information and Communication Technology in Instructional Supervision with Collegial Discussion Techniques for the Teacher’s Instructional Process and the Student’s Learning Outcomes. Sustainability, 14(9), 4865. https://doi.org/10.3390/su14094865
Wright, C., Ritter, L. J., & Wisse Gonzales, C. (2022). Cultivating a collaborative culture for ensuring sustainable development goals in higher education: An integrative case study. Sustainability, 14(3), 1273. https://doi.org/10.3390/su14031273
Yang, X., & Kaiser, G. (2022). The impact of mathematics teachers’ professional competence on instructional quality and students’ mathematics learning outcomes. Current Opinion in Behavioral Sciences, 48, 101225. https://doi.org/10.1016/j.cobeha.2022.101225
Yenen, E. T. (2021). Prospective teachers’ professional skill needs: a Q method analysis. Teacher Development, 25(2), 196–214. https://doi.org/10.1080/13664530.2021.1877188
