The Evaluation of the Training Implementation in Improving the
Pedagogical Competence of Madrasas’ Teachers
Agustina Agustina
1
, Ishak Abdulhak
2
and Rusman Rusman
2
1
The Training Institute of Religious Affairs, Palembang, Indonesia
2
Universitas Pendidikan Indonesia, Bandung, Indonesia
Keywords: Madrasas’ teachers, training, pedagogical competence.
Abstract: The quality of education at madrasas is considered low due to its percentage of students’ graduation and its
number of students who continue their study to higher education. The most influencing factor that contribute
to this are the low quality teachers regarding to the qualification and competence, especially in pedagogical
competence. The government’s efforts to improve the madrasas teachers’ pedagogical competence is through
the trainings for teachers. Related to this, this research was aimed to evaluating the implementation of
trainings for teachers and how this trainings affected the teachers’ pedagogical competence, by a case study
by using the questionnaire, the test and observation on the teachers’ pedagogical performance towards 104
teachers coming from four provinces in Indonesia. The results of the research showed that the implementation
of the training for teachers were good except the indicator of curriculum and syllabus; the teachers’
pedagogical competence after the training was good except the indicator of the developing students’ potential;
and there was increasing in the teachers’ competence after the training as shown in the result of T test. It is
strongly recommended to the teacher training curriculum developer to improve the quality of curriculum and
syllabus and adapt them with the needs of the teachers and emphazise on the development of students’.
1 INTRODUCTION
1.1 Background
Madrasas have been rapidly grown into the modern
Islamic education institutions in many countries with
the increasing numbers of the students by years.
However, the quality of education at madrasas is
often considered not as good as its improving
quantity, including in Indonesia as the country with
the largest Moslem population. Being compared to
the general schools, the quality of madrasas is still so
low that the government have ever decided to unite
the madrasas into general schools in 1974 (Maskur,
2017: 5).
Some indicators showing this low quality of
madrasas were the findings of quality research of
madrasas by AusAid in 2010 which investigated 50
madrasas tsanawiyah in the West Indonesia, 50
madrasas tsanawiyah in Java Island, and 50 madrasas
tsanawiyah in East Indonesia (Ali, 2011: 61). The
result showed that the madrasas students’
performance on Math, Science and English were
much lower than international average scores based
on the items taken from international assessment like
Programme for International Student Assessment
(PISA) and Trends in International Mathematics and
Science Studies (TIMSS). In addition, the data from
Islamic Education General Directory at Ministry of
Religious Affairs showed that the result of madrasas
students’ examination was lower than the non-
madrasas schools especially in the Senior High
School level. Syafrudin (2008: 2) mentioned that
since the national examination in 2007 till 2010 the
scores of madrasas aliya students were always lower
than general senior high schools. Another data
showed that not all madrasas students continue their
study on further education, that were 11,1% students
who graduated from madrasas ibtidaiyah did not
continue to higher education, 36,1% students who
graduated from madrasas tsanawiyah did not continue
to the higher education, and 64,4% students who
graduate from madrasah aliyah did not continue to
universities. It showed that the dropped out students
in MI and MTs were in big numbers, so are the
students graduated from MA who did not continue
their study to universities.
There were many factors influencing this low
quality in madrasas, but the factor that was mostly
Agustina, A., Abdulhak, I. and Rusman, R.
The Evaluation of the Training Implementation in Improving the Pedagogical Competence of Madrasas’ Teachers.
In Proceedings of the Annual Conference on Social Sciences and Humanities (ANCOSH 2018) - Revitalization of Local Wisdom in Global and Competitive Era, pages 233-237
ISBN: 978-989-758-343-8
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
233

taken into notice by the experts was the teacher factor,
in terms of the qualification and competence. The
school factor considered to have relations with the
students’ achievement was teachers’ and
headmaster’s qualification and profesionalism. The
research showed that generally madrasas with high
quality teachers performed better achievement than
other schools (Ali, 2011: 134).
In terms of qualifications, not all teachers at
madrasas got bachelor degree. The data from Ausaid
in 2010 showed that 65.6% of all teachers’
qualification was under Bachelor (Ali, 2011: 94). In
the data of EMIS at Ministry of Religious Affair, there
was 47% teachers of madrasa were in the category
“underqualifdied” (Kompas daily, September 12,
2001), and the number of teachers who pass the
Teachers Competence Assesment were in the
category “low”.
Due to this matter, improving madrasas’ teachers
quality has been a strategical priority for the
government, and the effort was done through the
education and training for teachers. Training for
teachers will always be strongly needed because it
will affect the quality of the students’ learning, just
like Brendefur (2016: 104) said, “Teachers’
profesional development affects the teaching they do
in the class and will be able to increase the quality of
students’ learning”. Murtaza (2010: 213) asserted as
well that there is no factor having impact the students’
learning greater than teachers’ profesional
development.
Considering the urgency of teaching training for
developing the competence of the teachers, it
becomes very crucial to evaluate whether or not the
training program is done effectively and attains the
purpose of the program well. This evaluation is the
key factor to improve and maintain the quality of
training implemementation in the future. Based on
that rationale, the research on the implementation of
teacher training was done in the training institute of
religious affairs in Palembang covering the teachers
from four provinces in Indonesia; South Sumatera,
Lampung, Bengkulu and Bangka Belitung
Archipelago.
1.2 Statement of the Problems
Based on that background of the problems, the
problem to investigate on this research was, “How
was the implementation of the training for teachers of
madrasas to improve the pedagogical competence at
the training institute of religious affairs in
Palembang?”. This problem was formulated into
these research questions; a) How was the
implementation of the training of the teachers at the
training institute of religious affairs in Palembang?,
and b) was there any significant improvement on the
teachers’ pedagogical competence after the training?
Generally, this research was aimed to evaluate the
implementation of the training program for teachers
of madrasas to improve their pedagogical
competence. Specifically, it was purposed to
investigate the implementation of the training for
teachers, and to analyze the result of the
implementation toward the teachers’ pedagogical
competence.
2 LITERATURE REVIEW
Program evaluation is a systematic method for
collecting, analyzing, and making use of the obtained
information to answer the basic questions about a
program (Bardwell et al., 2003: 6). Training
evaluation in specific is a collection of descriptive
and judgmental information required to take an
effective decision related to selecting, adopting,
evaluating, and modifying the learning activities in
the training (Werner and Randy, 2006: 233).
There were many models can be used to evaluate
a training program, for instance the Kirkpatrick
model, CIRO, Phillip, Countenance Stake, and CIPP
model. The last model sees that the importance aim
of evaluating is not to prove but to correct and
improve. In this model, education system is
categorizes into four dimensions; they are context,
input, process, dan product. Context evaluation is to
analyze the aim formulation, input evaluation is to
evaluate the content of the program, process
evaluation is to evaluate the implementation of lesson
plan that has been developed, and product evaluation
is to evalute the learning result of the program
(Madaus et al., 2001: 117-141).
Pedagogical competence is described in the
Regulation of Ministry of National Education No.16
year 2007 as, a) to have mastery on the students’
characteristics, the learning theories and the learning
principles, to develop the curriculum related to the
subjects and fields, to apply the educative teaching, to
make use of Information and Communication and
Technology, to facilitate the development of students’
potential, to communicate effectively, to assess and
evaluate the learning, to make use of the result of
evaluation and assessment for better learning, to do
reflective treatment to improve the quality of
learning.
ANCOSH 2018 - Annual Conference on Social Sciences and Humanities
234

3 RESEARCH METHOD
This design of this research was evaluative
descriptive research by using a case study. In
collecting and analyzing the data, mixed quantitative
qualitative method was used, that was a good design
to draw the comprehensive conclusion (Creswell,
2012: 534). The focus of this research was evaluative
research on the madrasas teachers by using CIPP
evaluation model (context, input, process, dan
product) but in this study the dimensions were only
focused on two kind of evaluation, that were process
and product evaluation. Evaluating the two kinds of
dimensions did not make this research draw less
effective and contributive finding for answering the
problems of the research.
The subject of the research were the participants
of the Teacher Training at three batches in 2017, they
were Training of Integrative Thematic for Madrassas
Ibtidaiyah, Training of Instructional Materials, the
Training of Instructional Methodology Development
with the amount of 104 participants coming from
four provinces in Indonesia, they were South
Sumatera, Lampung, Bengkulu and Bangka Belitung
Archipelago. The data collected for this research was
obtained distributing the questionnaires to measure
the implementation of the training, the written pre and
post test on pedagogical knowledge and the
performance assesment through observation to
measure the teachers’ pedagogical competence. The
data then was analyzed by using mixed method
quantitatively and qualitatively by using scoring,
tabulation, data description in percentage, and
statistical analysis by a T Test.
4 RESULTS AND DISCUSSION
4.1 Data Analysis Result
4.1.1 The Implementation of the Training
Program for Teachers of Madrasas
There were two parts of questionnaire used, they were
the implementation of the training by the committee
and the implementation of the training by the trainer.
The result figure was shown below.
Figure 1: The analysis of the implementation of the training
by the committee.
As shown in the figure 1, this part consisted of
some aspects; the aspect of the trainee’s recruitment,
the committee’s work, and facilities were in very
good category; the training evaluation was in good
category, and the quality of training curriculum and
syllaby were in not good category. If we see each
indicator on this part, we got one indicator got the
least good score, that was the quality of curriculum
and syllabus of the training. This indicator itself
covered three sub-indicator, they were the
distribution of the curriculum and syllabus, the
relevance, and the significance. The analysis noted
that the last two sub indicators got “less good” scores.
However, further analysis noted that the average
scores for this part was 268.25, which was converted
to percentage into 75.29% and that was in “good”
category.
The second part of the questionnaire was the
implementation done by the trainers, the result was
shown in the figure 2 below.
Figure 2: The implementation of the teachers’ training by
the trainers.
Trainee's
Recruitment
268.25
The quality
of
curriculum
169.67
Committe's
work 257.43
The facilities
244.14
Training
Evaluation
235.00
-
50.00
100.00
150.00
200.00
250.00
300.00
Implementation by the Committe
Preparation
272.67
Teaching
and
Learning
Activities
251.00
Process
Evaluation
238.00
220.00
230.00
240.00
250.00
260.00
270.00
280.00
Implementaton of the Training by the
Trainers
The Evaluation of the Training Implementation in Improving the Pedagogical Competence of Madrasas’ Teachers
235

As shown in figure 2, there were three aspects on
this part; the aspect of preparation and the aspect of
teaching and learning activities got Very Good
category and the aspect of training evaluation got
“Good” Category. The further data analysis noted that
the average scores for this part was 254, which was
converted to the percentage that was 81%, and this
was in Very Good category.
Based on these two parts of evaluation, it was
shown that the implementation of the training by the
committee was good, and by the trainers was very
good. The total average score for these two parts was
245, which was converted into 76% and was in the
“very good” category.
4.1.2 The Improvement of the Pedagogical
Competence of Madrasas’ Teachers
The latter analysis was on the teachers’ pedagogical
competence after the training and for this analysis
there were two techniques used; the test and
observation. The result from the pre and post-test
were analyzed by using the T Test and here was the
data.
Figure 3: The analysis of observation on the teachers’
pedagogical competence.
Based on the result of observation above, it can be
inferred that the five indicators got good score but one
indicator got less good score, that was developing
students’ potential. The total percentage for all
indicators was 68%, that was in good category.
The second part of analysis on the teachers’
pedagogical competence was the analysis of the
significant difference on the result of the written test
on the pedagogical competence before and after the
training. This analysis was used to answer this
hypothesis:
H0: There was no significant difference between
the result of the pre-test and post of the teachers
on the pedagogical competence.
H1: There was a significant difference between
the result of the pre-test and post of the teachers
on the pedagogical competence.
Ho would be accepted if the t-obtained was lower
or the same as the t-table with the probability value
higher than 0,05. Meanwhile, H1 would be accepted
if t-obtained is higher or the same as t table with the
probability value lower than 0.05. The result of the T
Test analysis using SPSS 21.00 was shown below.
Table 1: The result of T test on the teachers’ pre and post-
test.
Variable
Average
Average
Difference
The
value
of T
Sig.
Level
Pre Test
31.83
-50.929
-
36.856
.000
Post
Test
82.76
From the table above, it was inferred that the mean
of pre-test was 31,827, and the mean of the post-test
was 82,756, with the value of T -36.856 and the
significant level .000. Since the value of t was lower
than the T table -1,98, with the probability value .000
that was lower than 0.05, the null hypotheses was
rejected. It means that there were significant different
on the pedagogical competence of the teachers after
the training as shown in the test.
4.2 Discussion
The implementation of the training program by the
committee was in good category and the
implementation by the trainer was in very good
category. It was caused by some factors, they were
the appropriate purpose, the relevant method of
teaching, the competent trainers, and comfortable
environment. It is relevant with what Kant et.al
(2016: 541) said that many factors which affects
training effectiveness. They mentioned some like
motivation, attitude, emotional intelligence, support
from management and peers, training style and
training environment, open-mindedness of trainer,
job related factors, self-efficacy and basic ability etc.
Based on the result of the research, the
pedagogical competence of madrasas’ teachers was
improving. However, the score of the teachers’
concern on the students’ potentials was not good.
According to Hamzah (2007: 16-17), developing the
students’ potential is one of the most important thing
Learning
Principles
Mastery,
231
Curriculum
Developmen
t Mastery,
219
Learning
Activities
Mastery,
214
Developing
Students'
Potential,
172
Communicat
ion Skill
238
Learning
Assesment
and
Evaluation
203
-
50.00
100.00
150.00
200.00
250.00
300.00
Analysis Result of Observation on the
Teachers
ANCOSH 2018 - Annual Conference on Social Sciences and Humanities
236

in pedagogical competence. He mentioned that
teachers should be not only become the information
delivery but also the facilitator, motivator, and guide
for the students to find meaning of the information by
themselves.
5 CONCLUSIONS
The implementation of the teachers training at the
Training Institute of MORA in Palembang was in
very good category. It means the committee and the
trainers have worked hard to do the job based on their
duty. However, the aspect of curriculum and syllabus
of the training was not good according to the teachers.
It should be the priority of the training institute to
revise and improve its curriculum so that the updated
issues on the teachers can always be accommodated.
The improvement on the pedagogical of the teachers
showed that the teachers got a lot of things from the
training. However, there should be a follow up toward
the training alumni, that made the instructors have
access to the training outcomes so that the teachers
keep their commitment to be professional on their
duties. Another recommendation was that the
evaluation on the impacts should be held in the
institution in the provinces so the instructors had
clues about the impacts of the training for the
teachers.
REFERENCES
Ali, M. et al., 2011. Quality of education in madrasah:
Main study. Washington, DC: World Bank.
Bardwell, A. S. et al., 2003. The program manager’s guide
to evaluation second edition. Washington, DC U.S:
Department of Health and Human Services,
Administration for Children and Families,
Administration on Children, Youth, and Families.
Brendefur, J.L., 2016. “The effects of professional
development on elementary students’ mathematics
achievement”. Journal of Curriculum and Teaching,
5(2).
Creswell, J.W., 2012. Educational research: Planning,
conducting, and evaluating quantitative and qualitative
research. Boston: Pearson Education, Inc.
Hamzah. 2007. Profesi kependidikan, problema, solusi dan
reformasi pendidikan. Jakarta: Bumi Aksara.
Madaus, G.F., Scriven, M., Stufflebeam, D.L., 2001. (Eds.).
Evaluation models. Boston: Kluwer-Nijhoff.
Maskur, M., 2017. “Eksistensi dan Esensi Pendidikan
Madrasah di Indonesia.“ Jurnal Pendidikan dan
Pembelajaran Dasar, 4(1).
Murtaza, K.F., 2010. “Teachers’ professional development
through Whole School Improvement Program
(WSIP)”. International Journal of Business and Social
Science, 1(2).
Kant, S., Punia, B.K., 2016. “Perceptual analysis of training
and development programmes: A study of academic
staff colleges in India”. International Journal of Social
Science and Humanities Research, 4.
Kementerian Agama RI. 2007. Buku statistik pendidikan
Islam TP 2006/2007. Jakarta: Direktorat Jenderal
Pendidikan Islam.
Kementerian Pendidikan dan Kebudayaan. 2007.
Peraturan menteri pendidikan nasional No 16 tahun
2007 tentang standar kualifikasi akademik dan
kompetensi guru. Jakarta: Kemdikbud.
Kompas Daily. 2001. “Kualitas guru madrasah masih
rendah”. Thursday, September 13, 2001.
Syafrudin, A., 2008. Pemanfaatan hasil ujian nasional MA
untuk perbaikan akses dan mutu pendidikan.
http://pendis.kemenag.go.id/file/dokumen/Pemanfaata
nHasilUjianNasionalMAuntukPerbaikanMutuPendidik
an.pdf. (2008). Accessed on March 17, 2017.
Werner, J.M., Randy L.D-S., 2006. Introduction to human
resource development. Mason: The Thomson
Corporation.
The Evaluation of the Training Implementation in Improving the Pedagogical Competence of Madrasas’ Teachers
237