Mukhroji, Mukhroji (2023) Manajemen Pembelajaran Ilmu Alat Berbasis Sistem Penjaminan Mutu Internal (SPMI) pada Pondok Pesantren Darussalam Martapura dan Pondok Pesantren Darul Ilmi Banjarbaru. Tesis, Pascasarjana.

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ABSTRAK

This research is motivated by efforts to find the factors causing the low and weak ability of the students in Martapura in reading the yellow book. The author tries to find the common thread, starting from the management of tool science learning. The purpose of this research is to describe the management of SPMI-based learning tools at Madrasah Diniyah Takhassus Darussalam Martapura and Madrasah Muallimin Darul Ilmi Banjarbaru. The research approach used is qualitative, using descriptive methods. Data collection techniques by means of interviews, observation and documentation. The main research subjects were Qism Tarbiyah and teachers teaching tool science at Madrasah Diniyah Takhassus Darussalam Martapura, as well as Deputy Head of Madrasah for Curriculum and Ustadz teaching tool science at Madrasah Muallimin Darul Ilmi Banjarbaru. For data analysis technique is by data reduction, data presentation then drawing conclusions. The results of this research are (1) the planning (plan) of the learning process at Madrasah Diniyah Takhassus Darussalam is more structured and logical than at Madrasah Muallimin Darul Ilmi with two indicators: setting competency standards for students and strategies for hiring teachers, (2) In implementation (do) the learning process of ilmu alat at Madrasah Diniyah Takhassus Darussalam or at Madrasah Muallimin Darul Ilmi has similarities, (3) In the assessment (check) the process and results of ilmu alat at Madrasah Diniyah Takhassus Darussalam often do not reach the target, while at Madrasah Muallimin Darul Ilmi it is seen more natural, sometimes achieved sometimes not, and (4) In the followup (act) process and results of ilmu alat at Madrasah Diniyah Takhassus Darussalam, there are two policies taken, namely; an appeal and a warning, at Madrasah Muallimin Darul Ilmi there are three policies: maintaining the ustadz, replacing him and scheduling additional lessons (lesions).

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