KEBIJAKAN KEPALA MADRASAH TERHADAP PEMBELAJARAN TATAP MUKA (PTM) TERBATAS SELAMA PANDEMI COVID-19 DI MIS AL-IKHWAH KOTA PONTIANAK

Azlansyah, NIM.: 19204082011 (2022) KEBIJAKAN KEPALA MADRASAH TERHADAP PEMBELAJARAN TATAP MUKA (PTM) TERBATAS SELAMA PANDEMI COVID-19 DI MIS AL-IKHWAH KOTA PONTIANAK. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The principal's policy is a determining factor in the success of learning. One of the policies during the current COVID-19 pandemic is the application of limited Face-to- face Learning (PTM). In applying PTM, it is limited to have an effect in terms of the quality of learning. The limited PTM applied at MIS Al-Ikhwah Pontianak has an impact in terms of school aspects, ranging from study hours, admission hours, school activities, and student learning outcomes. If the policy is not implemented properly it will be fatal. With the right policy, the principal will be able to overcome problems when PTM is limited. So that the learning process in schools can be carried out effectively and efficiently. This type of descriptive qualitative research. The subjects of this research include principals, students, teachers, and parents of students. Data collection techniques used are interviews, observation, and documentation. The data were analyzed by reducing the relevant data, presenting the data and drawing conclusions. The results showed: (1) The principal's policy in PTM was limited by following the guidelines of the 4 Ministerial SKB, namely following the health protocol, entering only twice a week, in one subject given one hour of teaching, dividing one class into two sessions, taking a day off school, closed the canteen, and held an evaluation every week. (2) The form of application begins with the stage of socialization, supervision and supervision in the process of teaching and learning activities and ends with evaluation. The impact of implementation is seen from the vision and mission, plans, budgeting, and projects. (3) Problems in the implementation of limited PTM seen from four factors, namely communication, resources, disposition and bureaucratic structure, it was found that the intonation of children's voices when studying was not clear and stuffy, children had difficulty concentrating, some teachers were still technologically savvy (stuttering technology). ), the teachers have to work extra in summarizing the lesson for one hour, cannot get to know the children as a whole, the assignment collection is not on time, when learning online the children do not read the material given by the teacher and the children do not understand, not all students have WL. (4) Seen from Permendikbud No. 22/2016 concerning the standard process that becomes the reference for the quality of SD/MI learning, there are three, namely the quality of learning planning, the quality of learning implementation, the quality of learning evaluations that have all been implemented and the implications of the principal's policy in limited PTM on the quality of learning have been effective from three aspects. The teaching and learning process between teachers and students, facilities and infrastructure, as well as learning outcomes show learning outcomes before limited PTM taken from PAS: 85.65 and after limited PTM implementation the results increase to PAS: 87.46The principal's policy is a determining factor in the success of learning. One of the policies during the current COVID-19 pandemic is the application of limited Face-to- face Learning (PTM). In applying PTM, it is limited to have an effect in terms of the quality of learning. The limited PTM applied at MIS Al-Ikhwah Pontianak has an impact in terms of school aspects, ranging from study hours, admission hours, school activities, and student learning outcomes. If the policy is not implemented properly it will be fatal. With the right policy, the principal will be able to overcome problems when PTM is limited. So that the learning process in schools can be carried out effectively and efficiently. This type of descriptive qualitative research. The subjects of this research include principals, students, teachers, and parents of students. Data collection techniques used are interviews, observation, and documentation. The data were analyzed by reducing the relevant data, presenting the data and drawing conclusions. The results showed: (1) The principal's policy in PTM was limited by following the guidelines of the 4 Ministerial SKB, namely following the health protocol, entering only twice a week, in one subject given one hour of teaching, dividing one class into two sessions, taking a day off school, closed the canteen, and held an evaluation every week. (2) The form of application begins with the stage of socialization, supervision and supervision in the process of teaching and learning activities and ends with evaluation. The impact of implementation is seen from the vision and mission, plans, budgeting, and projects. (3) Problems in the implementation of limited PTM seen from four factors, namely communication, resources, disposition and bureaucratic structure, it was found that the intonation of children's voices when studying was not clear and stuffy, children had difficulty concentrating, some teachers were still technologically savvy (stuttering technology). ), the teachers have to work extra in summarizing the lesson for one hour, cannot get to know the children as a whole, the assignment collection is not on time, when learning online the children do not read the material given by the teacher and the children do not understand, not all students have WL. (4) Seen from Permendikbud No. 22/2016 concerning the standard process that becomes the reference for the quality of SD/MI learning, there are three, namely the quality of learning planning, the quality of learning implementation, the quality of learning evaluations that have all been implemented and the implications of the principal's policy in limited PTM on the quality of learning have been effective from three aspects. The teaching and learning process between teachers and students, facilities and infrastructure, as well as learning outcomes show learning outcomes before limited PTM taken from PAS: 85.65 and after limited PTM implementation the results increase to PAS: 87.46

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