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PERAN GURU PAI DALAM MENINGKATKAN SCHOOL BRANDING MELALUI KURIKULUM TERINTEGRASI DI SMPIT ABU BAKAR FULLDAY SCHOOL YOGYAKARTA
This study is motivated by the important role of PAI teachers who have only been highlighted as limited to the role in the learning process. Whereas optimizing the role of PAI teachers inside and outside of learning that is integrated with the school's flagship program will have an impact on school branding. Competition among educational institutions related to quality and good school branding is not just from the physical building but the quality of learning branding. This study aims to determine the role of Islamic religious education teachers in improving school branding through an integrated curriculum at SMPIT Abu Bakar Fullday School Yogyakarta. This type of research is qualitative research with a phenomenological approach. The data sources in this research are primary and secondary data sources. The data collection techniques in this research are interviews, observation and documentation. The data triangulation used is method and source. Furthermore, data analysis uses techniques proposed by Milles, Huberman and Saldana with the stages of data condensation, data presentation and conclusion drawing. The results showed: first, the role of PAI teachers in improving school branding through an integrated curriculum is carried out inside and outside of learning. The role includes the role as educator, manager, leader, facilitator, administrator, innovator, motivator, dynamicator, evaluator and supervisor and the dual role of being the coordinator of public relations and IT. Second, the integration of PAI curriculum to improve school branding at SMPIT Abu Bakar Fullday School Yogyakarta uses a multidisciplinary integration model. The integration of the curriculum refers to the SKL of the national curriculum and JSIT curriculum and is then realized into school branding, namely Al-Qur'an, technology, language and leadership. Third, the aspects of school branding that can be improved by the role of PAI teachers through an integrated curriculum are trust, quality, perception, identity and loyalty. The supporting factors for the role of PAI teachers in improving school branding through an integrated curriculum at SMPIT Abu Bakar Fullday School Yogyakarta are the head of the program who creates a comfortable, friendly and disciplined work environment, good cooperation among fellow teachers, and the cooperation of parents in the success of the school program. Meanwhile, the inhibiting factors consist of incomplete facilities, lack of awareness of students and the unstable condition of human resources.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
PERAN GURU PAI DALAM MENINGKATKAN SCHOOL BRANDING MELALUI KURIKULUM TERINTEGRASI DI SMPIT ABU BAKAR FULLDAY SCHOOL YOGYAKARTA (Text)
PERAN GURU PAI DALAM MENINGKATKAN SCHOOL BRANDING MELALUI KURIKULUM TERINTEGRASI DI SMPIT ABU BAKAR FULLDAY SCHOOL YOGYAKARTA (Other)
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Pendidikan Agama Islam