THE ROLE OF THE HEAD OF MADRASAH'S POLICY IN IMPROVING TEACHER PROFESSIONALISM

Ahmad Nurulloh1), Andika Aprilianto2), Akhmad Sirojuddin3) , Muhammad Anas Ma`arif3) 1Senior High School Tra Vinh, Vietnam 2,3,4Fakultas Tarbiyah Institut Pesantren KH. Abdul Chalim Pacet Mojokerto Indonesia nurulloh93@gmail.com, andika4ikhac@gmail.com, akhmadsirojuddin86@gmail.com, Anasdt16@gmail.com, . Abstrak Penelitian ini bertujuan untuk mengetahui tentang peran kebijakan kepala madrasah dalam meningkatkan profesionalisme guru di MTs Unggulan Hikmatul Amanah. Metode penelitian yang digunkan adalah deskriptifkualitatif dengan menggunakan tektik pengumpulan data berupa observasi, dokumentasi dan wawacanra. Subjek penelitian ini yaitu kepala madrasah, waka keguruan dan guru-guru di MTs Unggulan Hikmatul Amanah. Hasil penelitian ini menunjukkan bahwa kebijakan kepala madrasah di MTs Unggulan Hikmatul Amanah cukup baik, dalam hal ini peran kebijakan kepala madrasah dalam rangka peningkatan profesionalisme guru sangat dominan. Kepala madrasah meimplementasikan kebijakan dengan cara mengadakan rapat bulanan; memberikan tugas; mengadakan diklat, seminar, workshop; memberikan reward/tunjangan kepada guru yang berprestasi dan sanksian kepada guru yang melanggar kebijakan di madrasah. Profesionalisme guru ditingkatkan dengan baik, terlihat pada: kedisiplinan keaktifan dalam pembelajaran; pengembangan keahlian, dan mampu menguasai materi dalam pembelajran. Kata Kunci: Kebijakan kepala Madrasah, Profesinalisme Guru, Madrasah Unggulan. Abstract This article aims to find out about the role of madrasa principals' policies in improving the professionalism of teachers at Madrasah Tsanawiyah (MTs) Unggulan Hikmatul Amanah. The research method used is descriptive-qualitative by using data collection techniques in the form of observation, documentation and discourse. The subjects of this study were the principal of the madrasa, teacher training staff and teachers at MTs Unggulan Hikmatul Amanah. The results of this study indicate that the policies of the head of the madrasa at MTs Unggulan Hikmatul Amanah are quite good, in this case the role of the principal's policies in order to increase teacher professionalism is very dominant. The principal of madrasa implements the policy by holding monthly meetings; giving assignments; holding training, seminars, workshops; provide rewards/allowances to teachers who excel and sanctions for teachers who violate policies in madrasah. Teacher professionalism is well improved, seen in: active discipline in learning; skill development, and being able to master the material in learning.


INTRODUCTION
The principal of a madrasah is a teacher who gets additional assignments and is entrusted with being a madrasah or what in public schools is usually called the principal (Asyari, 2020;Krisbiyanto, 2019). The principal of a madrasah is someone who is given trust and has the responsibility of following a rule in education (Ekosiswoyo, 2016;Fauzi, 2017a). The head of madrasah has two functions, namely as an educator and as an educational staff. Despite getting additional assignments as head of the madrasah, the principal task of the madrasah head is the teacher who educates his students (Alam, 2018;Siahaan et al., 2020).
In the current era of globalization, there are various kinds of advances in the humans will face in this era, and this needs to get a solution from us as educators (Black & Morrison, 2014;Daulay, 2014;Ramayulis, 2012).
The aim of education of the Indonesian nation has been described in the 1945 Constitution, Article 31, which states as follows "every citizen has the right to education". The constitutional foundation of this educational commitment is to provide the greatest possible opportunity for the Indonesian people to do good in the national education system by implementing policies in the field of government and development, including regional autonomy (Sirozi, 2005).
The above states that the fundamental thing in the center of society is madrasas. Therefore, the success or failure of a madrasah to provide satisfactory overall performance lies in the leadership qualities of the madrasah principal (Abd Hamid et al., 2012;Suwadi, 2017). Therefore, a madrasa principal has a leadership role which of course has a big influence in the environment for which he is responsible (Purwanto, 1987).
The most important thing in education is the need in society, the head of madrasah is expected to be able to provide innovative ideas that can produce policy alternatives to make an education system that is efficient, of quality and in accordance with the needs of society in various fields of life(Melanie C. Brooks & Mutohar, 2018 (Mufidah, 2017;Zainuddin, 2014).
The principal of the madrasah is someone who plays a very important role as a person who becomes the captain, determines and moves the institution that is held by him, as a determinant of policy direction and always strives to improve and increase the effectiveness of performance in order to obtain satisfactory results (Cayamodin, 2019;Imam, 2018 (Creswell, 2007(Creswell, , 2012; Lexy J, 2011;Suharsimi, 2010).

RESULT AND DISCUSSION
The policies that have been made and set by the principal of the madrasah are one of the keys that can determine the success of the madrasah in achieving its initial goals (Melanie Carol Brooks, 2017;Fauzi, 2017b).
In making the policies to be implemented, the quality of the leaders in formulating these policies has a big influence on the success of the madrasah institutions, which are their work to achieve the goals (Ezzani & Brooks, 2019). In this study discusses and provides an explanation of the role of policy in improving teacher professionalism at MTs Unggulan Hikmatul Amanah.

Related to this, the principal of MTs
Unggulan Hikmatul Amanah said that (Zumar, personal communication, 2020): "The process of determining the policy we already have a plan, our task as head of the madrasa cannot decide by ourselves, so we have to communicate and assist with teacher training. Then we determine policies for teachers who are less competent, then we hold coaching, training, workshops, or seminar. With the last order is education and training, we are participating in government education and training, namely from the training center. If our workshops can be held in our own environment, seminars are the same. But for education and training, the official education and training is training that is recognized by the government because it has a charter so that we participate but we cannot include everything. Starting from the teacher with subject A, then B and so on until everyone gets a chance. Next, the potential can develop and run, so it must be financed, such as allowances. If the teacher gets sufficient allowances, sometimes the teacher can increase his or her own competency. " The interview with the head of the There are several items: The first is to assign assignments to the teacher in accordance with their main duties, for example, a biology teacher is given the task of teaching biology so that if a teacher does something according to his capacity, his professionalism will increase automatically and vice versa if the teacher is not given assignments according to their capacity, the professionalism of the teacher it will decrease. The second, is to increase the attendance rate, the teacher attendance here refers to the intensity of the meeting with students. When students often meet with their teachers, they become closer so that between the teacher and students it becomes easier Nidhomul Haq, Vol 5 No 3. Tahun 2020 Ahmad Nurulloh et al 338 to deliver learning. This has a good impact on teachers changing their selfdevelopment at a later date and students will easily gain knowledge. Third, increased teacher professionalism can be supported by allowances. As we know, the departure of a teacher to teach is for dedication, but the provision of policies from the head of the madrasah to teachers related to this service is changing rewards and so on. And the most important thing is communication, maintaining communication with the principal of the madrasah, stakeholders and all school elements. Because each individual has a different view, maybe for us it is wrong, but for others it is not necessarily wrong, there is a need for communication. Because with communication, problems will find common ground. If there is an error, it can be corrected and if there is a deficiency it can be improved." Whereas Kleint and Murphy argue that a policy is "a set of goals, principles and rules that guide an organization, policies thus The principal's policy is a form of action that responds to problems that have arisen or anticipates problems that will arise at a later date. The policies that have been created and established are to achieve the desired goals. In terms of establishing policies, the principal of madrasah said that: "The process of determining the policy we already have a plan, our task as head of madrasah cannot decide on our own, so we have to communicate and assist with teacher time. Then we determine policies for teachers who are lacking in competence, then we hold coaching, training, workshops, or seminar" (Zumar, personal communication, 2020 "The principal of the madrasa may often conduct meetings and communications to determine something and delegate back to his representatives in making decisions." When it comes to establishing policies, it needs coordination and consolidation so that it is not a policy that is decided by one party. Here the head of the madrasa considers which maslahah and disadvantage is greater so that yesterday we had a meeting to consider and determine what it would be like, the head of the madrasah must hold a meeting and coordinate in determining policies(S.  (Fitriani, 2017;Raihani, 2017). This is because as a teacher not only must be able to understand and master the material to be taught to students, not only provide and teach students about science, but can provide motivation to students, have high insight and skills.
In the interview, the authors saw several responses from teachers regarding the policies of the principal at MTs Unggulan Hikmatul Amanah that "Of the In the interview the head of the Madrasah emphasized that: "The state of teacher competence here varies. There are those whose competencies are already good, in the sense that they are in accordance with the subjects they hold when teaching. On average, we think the competence is good, but in practice some of them are lacking and some are more. For example, let's say from this teacher, for example, the Indonesian language between the subject and the academic department is appropriate, but the way of applying it to students and so on varies and varies so that automatically the advantages and disadvantages are still there. That is the state of the competence of each teacher (Zumar, personal communication, 2020).
This was confirmed by the teacher representative, he said in the interview that: "We have 76 teachers, all of whom are in accordance with their competencies. We have 14 teachers who are already professionals or in other words are professional, which is proven by the existence of certification. We also have 6 impassing teachers, then some of the existing teachers are all in accordance with their educational qualifications but there are local content subjects such as Javanese for which we have not found teachers who match their diplomas. For the others it is in accordance with the composition. (Waka Keguruan,  Having an adequate level of teacher training.
In this regard, to improve teacher professionalism, the head of madrasah added in his statement that: "If there is a result of each teacher's competence that is still lacking, sufficient or more, then we are the ones monitoring the teachers so that we can sort out which group of teachers, so there are classifications A, B, C. the B and C we need to improve and also need guidance (Zumar, personal communication, 2020)" In an interview with a Fiqh teacher (S. Qulub, personal communication, 2020), he explained that: "The first is he held a meeting for evaluation. Secondly, he usually coordinates with teacher teachers to ask how the teacher is, whether anyone is absent or if there are things that make teaching and learning activities delayed. Besides that, the principal is usually a supporter, the support here means a lot, the first is welfare, because we are here implementing a full-day school. Say 8 or up to 9 hours the teacher teaches, so we need nutrition, so the principal has a policy to meet needs such as food, drink, food and so on. And the principal of madrasah also holds training and seminars to improve teacher professionalism or (MGMP) Subject Teacher Conference." Besides that, teachers Muadalah and Aswaja also added in this regard in the interview that: "  (Bustamar et al., 2016;Hamzah B, 2011;Syam, 2016). In addition, the teachers at MTs Unggulan Hikmatul Amanah also share knowledge with their colleagues.
The teacher is a profession that has a professional duty or professional position as the interests of the profession and is also an expert specifically who is an expert in learning. Based on this, the behavior of a teacher is as follows: (1) Legislation, (2) Professional Organizations, (3) Peers, (4) Students, (5) Workplace, (6) Leaders, and (7) Work (Kosasi, 2004;Mu'ammaroh, 2016;Ramayulis, 2013).
The principal of madrasah must have the intelligence and managerial ability, which is good ideas for the advancement of madrasah (Fatoni, 2017 "I feel there is no problem in mastering the material because Aswaja material, for example, has often been discussed on various occasions, both recitation and information events in the community and students have often repeated the material, besides that the material for class VII and other classes is the same so it has been repeated.repeatedly taught by the mother even memorized.(Maf'ula, personal communication, 2020)" The head of the madrasa also confirmed about this that: "More specifically, we start, if we increase the potential in the discipline category, the teacher must be diligent in entering. Because of what, even smart teachers rarely enter, it's useless. So activeness first, discipline comes first, then our potential is involved in it. So first personal competence. And other competencies will follow, such as social, pedagogic, professional. " The conclusion from the interviews described above is that madrasah principals improve teacher professionalism through fostering teacher personal competence, especially teacher activity in madrasah activities. If the personal competence of the teacher is good, then other competencies will also follow. Teachers in madrasah can master the material and manage classes.
Looking at the data from above shows that the professionalism of teachers at MTs Unggulan Hikmatul Amanah is also quite good.

CONCLUSSION
The role of the principal's policies in improving the professionalism of teachers at