THE NEED FOR ISLAMIC RELIGIOUS EDUCATION TEACHERS IN SIDOARJO DISTRICT AREAS

The ideal ratio between the number of Islamic Religious Education (PAI) teachers and the number of students does not appear to be fulfilled in Sidoarjo district. There are still many schools that lack PAI teachers, although on the other hand there are also some schools that have excess PAI teachers. The purpose of this study was to identify the needs and placement of Islamic Education teachers in schools, as well as to find out various obstacles in the process of meeting the needs and placement of Islamic Education teachers in schools. This study uses a qualitative method. Data collection through observation, interview and documentation techniques. Processing techniques through the stages of editing, coding, tabulating and interpreting data using qualitative descriptive analysis. The results of this study indicate that the high school level requires 9 PAI teachers, while the Vocational High School requires 11 PAI teachers. Various obstacles experienced in the process of placing and fulfilling Islamic Education teachers is the lack of study groups at several schools and the lack of coordination between the education office and the Ministry of Religion.


INTRODUCTION
. The imbalance ratio between teachers and students occurs as a result of the large number of religious teachers who have been at retirement ages. It is recorded that in 2019, in East Java there were as many as 1.522 Islamic religious teachers would retire (JPNN,2020). In addition to the large number of Islamic education teachers who have been retired, the ratio imbalance of teachers and students occurs due to the unequal distribution of Islamic education teachers and the lack of study groups at several school (Suaidah et al., 2020).
Juridically, in various laws and regulations issued by the government, it is stated that eachers are one of the important elements of education that must be managed properly by involving all elements of education, namely the community, local government and central government (Hayadin, 2012

The Concept of Teacher Needs
The concept of fulfilling needs in this study uses the concept of need assessment.
Assessment is defined as a process to identify the distance/gap between the aspirations and the existing reality (Alfurqan et al., 2019;Chhapra et al., 2018;Suprapto, 2018 Through needs analysis, real education needs in the field can be identified (Sunandar, 2006).
Tracing needs is a part of the planning process in identifying needs and placing needs in priority order in an effort to select needs (Abdullah, 2019;Butt & Khalid, 2019). The need will arise if the reality is not as it is expected, for example in the vision, mission, goals or policies. Identification of needs is an effort to collect information about the reality that is not appropriate (Badriah et al., 2020;Warti'ah, 2020).

Needs analysis is an important step if
planning is really expected to be in accordance with the real situation. Needs analysis should not be ignored or done carelessly (Hasanah, 2020). In Indonesia, frequently the need to improve results is not  (Dudung, 2018) (Sunandar, 2006).
In the context of education, needs are a condition that requires the fulfillment of something to carry out the education process properly; for example: availability of teachers, learning facilities, curriculum etc.
The need for teachers contains a number of meanings of people who are needed to do something at a certain institution and period (Andres, 2019;Brandmiller et al., 2020).

The definition of research in this paper
is taken from the definition of "demand" which is commonly used in workforce planning. It means that what is meant by the need for teachers is the number of teachers needed at a certain period with the number involved for educational purposes, or it can also be said in the education information system.
In another view, Fakhri Gaffer explained that the need for teacher personnel is the guidance of professional teacher service users to provide educational services to students at these service user educational institutions (Sunandar, 2006).  (Lestari, 2018).