Peran Moderasi Kepribadian Proaktif dalam Peningkatan Kompetensi Guru di Madrasah
DOI:
https://doi.org/10.54471/tarbiyatuna.v17i2.3435Keywords:
Moderasi, Guru, Kompetensi, KepribadianAbstract
Penelitian ini berfokus pada mengkaji peran kepribadian proaktif dalam meningkatkan kompetensi guru di Madrasah, dengan studi kasus di MI Hasanuddin Krajan, Satreyan, Kec. Maron, Kabupaten Probolinggo, Jawa Timur. Tujuan penelitian adalah untuk memahami bagaimana kepribadian proaktif guru dapat dimoderasi oleh berbagai kegiatan dan program pendidikan yang difasilitasi oleh lembaga, serta mengidentifikasi faktor-faktor yang mempengaruhi motivasi dan kemampuan guru dalam mengembangkan diri. Penelitian ini menggunakan jenis penelitian deskriptif dengan pendekatan kualitatif, yang melibatkan teknik pengumpulan data seperti wawancara mendalam, observasi partisipatif, dan studi dokumentasi. Data dianalisis menggunakan analisis tematik untuk mengidentifikasi pola dan hubungan antar tema. Hasil penelitian menunjukkan bahwa guru dengan kepribadian proaktif lebih cenderung untuk meningkatkan kualifikasi akademik mereka ke jenjang yang lebih tinggi, berpartisipasi aktif dalam kegiatan pengembangan profesional, dan mengimplementasikan metode pengajaran inovatif di kelas. Kepribadian proaktif juga berperan penting dalam meningkatkan motivasi dan komitmen guru terhadap pengembangan diri, yang didukung oleh kepemimpinan yang proaktif dan lingkungan sekolah yang mendukung. Selain itu, kegiatan seperti KKG, pelatihan, dan seminar terbukti efektif dalam memoderasi hubungan antara kepribadian proaktif dan peningkatan kompetensi guru. Implikasi penelitian ini menunjukkan bahwa lembaga pendidikan perlu terus mengembangkan program dan kegiatan yang mendorong kepribadian proaktif, memberikan kesempatan bagi guru untuk berpartisipasi aktif, dan memberikan apresiasi yang layak atas prestasi mereka. Dengan demikian, diharapkan kompetensi guru dapat terus meningkat, yang pada akhirnya akan berdampak positif terhadap kualitas pendidikan di Madrasah.
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