AL-WIJDyAN: Journal of Islamic Education Studies.
Volume 9.
Nomor 3.
Juli 2024, p-ISSN: 2541-2051.
online -ISSN: 2541-3961 Available online at http://ejournal.
id/index.
php/alwijdan Received: Juni 2024 Accepted: Juni 2024 Published: Juli 2024 Measuring Teacher Productivity At SMPIT Ma'arif Padang Panjang: An Empirical Analysis Iqbal Anas.
Zulfani Sesmiarni Universitas Islam Negeri Syech M.
Djamil Djambek Bukittinggi.
Email: direkturb@gmail.
com, zulfanisesmiarni@iainbukittinggi.
Abstract This study aims to measure and analyze teacher productivity at SMPIT Ma'arif Padang Panjang through an empirical approach.
Teacher productivity is a key factor in improving the quality of education and learning in schools.
The research method used is a quantitative method with a survey approach, where data is collected through questionnaires distributed to teachers at SMPIT Ma'arif Padang Panjang.
Data analysis was conducted using descriptive and inferential statistics to identify the level of productivity and the factors that influence it.
The results show that teacher productivity at SMPIT Ma'arif Padang Panjang is at a fairly good level, but some areas require Factors that contribute positively to productivity include the availability of educational resources, administrative support, and training and professional development.
Conversely, factors such as excessive workload and lack of incentives are considered to hinder This study provides practical recommendations for school management to improve teacher productivity, including through improving supporting facilities, providing ongoing training programs, and implementing a fair incentive system.
The implications of this study are expected to help in formulating more effective and efficient education policies, to improve the quality of education at SMPIT Ma'arif Padang Panjang.
Keywords: Teacher Productivity.
SMPIT Ma'arif Padang Panjang.
Empirical Analysis.
Education Quality.
Productivity Factors Abstrak Penelitian ini bertujuan untuk mengukur dan menganalisis produktivitas guru di SMPIT Ma'arif Padang Panjang melalui pendekatan empiris.
Produktivitas guru merupakan faktor kunci dalam meningkatkan kualitas pendidikan dan pembelajaran di sekolah.
Metode penelitian yang digunakan adalah metode kuantitatif dengan pendekatan survei, dimana data dikumpulkan melalui kuesioner yang didistribusikan kepada guru di SMPIT Ma'arif Padang Panjang.
Analisis data dilakukan menggunakan statistik deskriptif dan inferensial untuk mengidentifikasi tingkat produktivitas dan faktor-faktor yang mempengaruhinya.
Hasil penelitian menunjukkan bahwa produktivitas guru di SMPIT Ma'arif Padang Panjang berada pada tingkat yang cukup baik, namun terdapat beberapa area yang memerlukan perbaikan.
Faktor-faktor yang berkontribusi positif terhadap produktivitas meliputi ketersediaan sumber daya pendidikan, dukungan administrasi, serta pelatihan dan pengembangan profesional.
Sebaliknya, faktor-faktor seperti beban kerja yang berlebihan dan kurangnya insentif dinilai menghambat produktivitas.
Penelitian ini memberikan rekomendasi praktis bagi manajemen sekolah untuk meningkatkan produktivitas guru, antara lain melalui peningkatan fasilitas pendukung, penyediaan program pelatihan yang berkelanjutan, serta penerapan sistem insentif yang adil.
Implikasi dari penelitian ini diharapkan dapat membantu dalam merumuskan kebijakan pendidikan yang lebih efektif dan efisien, sehingga dapat meningkatkan kualitas pendidikan di SMPIT Ma'arif Padang Panjang.
Kata kunci: Produktivitas Guru.
SMPIT Ma'arif Padang Panjang.
Analisis Empiris.
Kualitas Pendidikan.
Faktor-Faktor Produktivitas Introduction influential in ensuring that both aspects of Teacher productivity plays a crucial education can be well integrated without role in improving the quality of education.
Productive teachers are not only able to According utilize time and resources effectively but are Productive teachers can create harmonious also able to provide meaningful and learning between general and religious inspiring teaching for students.
This directly contributes to student learning outcomes formation of noble and knowledgeable and overall academic achievement.
Teacher student characters.
productivity is an important factor in including in Islamic schools.
Islamic schools have special characteristics that integrate general education with religious education, so the role of teachers becomes more complex and demands high commitment.
Masyhudi3.
One of the main goals of education in Islamic schools is the formation of students' character and morals.
A productive teacher not only teaches the subject matter but also serves as a role model in daily morals and behavior.
This is in line with research findings by Jakiyah.
4 Shows that The following are some of the teacher productivity in the aspects of reasons why teacher productivity is so teaching and character building is very important in the context of Islamic schools:
influential on the internalization of Islamic Islamic values in students.
Productive teachers tend religious curricula, which requires teachers to use innovative and creative learning methods to attract students' interest.
Teacher productivity is very Islamic schools, this includes the use of Volume 9.
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AL-WIJDyAN learning methods that combine technology delivering materials, using various learning with Islamic values.
The Study by Putra5 methods and media to attract students' Found that the use of technology in learning interest and attention.
This can increase applied by productive teachers can improve students' engagement in the learning process students' understanding of the subject and improve their understanding of the matter while instilling religious values.
Good material taught.
classroom management is one indicator of teacher productivity.
In Islamic schools, productive teachers can create a conducive learning environment where students can Research by Ariani6 Shows that productive teachers can manage the classroom well, so that the learning process runs smoothly, and students can achieve optimal learning Islamic Productive teachers usually development activities, such as training, seminars, and workshops.
Teachers who continuously improve their competencies development can provide higher quality and relevant teaching.
Productive teachers can manage time well, prepare lesson materials efficiently, and utilize available resources to Productive teachers are often role models and inspirations for students.
showing high dedication and commitment to their work, teachers can motivate students to try harder and achieve higher Good performance can also create a positive learning environment, where students feel Productive teachers are usually constantly looking for ways to improve their skills and They participate in training, competencies as educators.
This continuous improves individual teacher performance but also contributes to improving the overall quality of education in the school.
maximize the teaching and learning process.
Overall, high teacher productivity They can design and implement structured has a positive impact on a school's and organized lessons so that students get Schools an optimal learning experience.
Teacher productive teachers tend to be more productivity is also closely related to the successful in achieving educational goals and quality of learning provided.
Productive gaining the trust of the community.
teachers tend to be more innovative in addition, the improved quality of education Volume 9.
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AL-WIJDyAN resulting from teacher productivity can have Teacher productivity is defined as a long-term impact on the social and the ability of teachers to utilize their time economic development of the community.
and resources to achieve maximum teaching Teacher productivity is one of the important Various studies have shown that aspects that determine the quality of factors such as administrative support, education in an educational institution.
Productive teachers are not only able to training have a significant influence on manage time and resources well but are also teacher productivity.
In addition, previous able to provide effective and inspiring studies have also revealed that excessive teaching to students.
At SMPIT Ma'arif workload and lack of incentives can be Padang Panjang, teacher productivity is a barriers to productivity.
This research will major concern to improve the quality of further examine these factors in the context education and learning.
Based on previous of SMPIT Ma'arif Padang Panjang.
influenced by various factors such as work Method This study used a quantitative The main objective of this study is approach with a survey method.
The to empirically measure teacher productivity quantitative approach was chosen because it at SMPIT Ma'arif Padang Panjang.
addition, this study aims to identify the measurement of teacher productivity and factors that influence such productivity, the factors that influence it.
The survey both supporting and inhibiting.
method is used to collect data directly from This research is expected to make a theoretical contribution to the field of education management by adding to the Practically, the results of this study can be a formulating policies and strategies that can improve teacher productivity.
Thus, it is SMPIT Ma'arif Panjang.
Padang pre-designed The population in this study were all teachers who taught at SMPIT Ma'arif Padang Panjang in the 2023/2024 school year.
To obtain a representative technique was used.
From the existing population, 50 teachers were selected as the research sample.
The main instrument used in this study was a questionnaire.
The questionnaire consisted of several sections Volume 9.
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AL-WIJDyAN respondents' profiles, productivity levels, and factors affecting productivity.
The questionnaires and interviews were analyzed questions in the questionnaire were adapted using quantitative and qualitative methods.
from instruments that had been validated in previous studies.
The validity and reliability Data Teacher Productivity Score of the instrument were tested through a The results of the analysis show that pilot test involving 10 teachers in the same teacher productivity at SMPIT Ma'arif Data collection was conducted in Padang Panjang is in the "good" category several stages.
First, researchers conducted with an average score of 3.
8 on a scale of 5.
socialization with all teachers at SMPIT This score reflects a high performance in Ma'arif Padang Panjang regarding the aspects such as classroom management, purpose and importance of this research.
mastery of material, innovation in teaching Second, the questionnaire was distributed to methods, and interaction with students.
the selected sample, with an explanation of how to fill it in properly.
Third, the Factors researcher collected back the questionnaires Productivity that had been filled in by the respondents.
The entire data collection process was carried out for two weeks in April 2024.
Supporting Hindering Some of the supporting factors for The collected data were analyzed educational resources, and professional using descriptive and inferential statistics.
Meanwhile, the inhibiting Descriptive statistics were used to describe factors found included excessive workload, the profile of respondents and the level of lack of incentives, and limited facilities.
teacher productivity.
Inferential analysis, such as linear regression and correlation tests, was used to identify the relationship between teacher productivity and the factors that influence it.
Discussion Administrative Support Strong administrative support is proven to be a key factor in improving teacher productivity.
Teachers who feel Results and Discussion This study aims to measure teacher productivity at SMPIT Ma'arif Padang Panjang and identify the factors that supported by school management show higher motivation and commitment in School management plays a very important role in Volume 9.
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AL-WIJDyAN creating a work environment that is conducive to teacher productivity.
Availability of education resources Limited school facilities, such as equipment, were also found to be barriers to teacher productivity.
Investing in education infrastructure and facilities is key to creating resources such as textbooks, teaching aids, an effective learning environment and and access to technology also contribute supporting teacher productivity.
The positively to teacher productivity.
The use of technology in learning can improve teaching effectiveness and help teachers manage time more efficiently.
Implementation The Integrated Curriculum Implementing a curriculum that integrates general and religious education Professional Development requires extra effort from teachers in designing and delivering materials.
Although development through training, workshops, this adds to the workload, productive and seminars plays an important role in teachers can manage this integration well, improving teachers' skills and knowledge.
the importance of a holistic approach to Continuous professional development can education in Islamic schools.
The overall improve teaching quality and teacher job results of this study indicate that teacher productivity at SMPIT Ma'arif Padang Continuous Panjang is quite high, but there are still Workload And Incentives Excessive workload and lack of incentives are major obstacles to teacher Teachers at SMPIT Ma'arif Padang Panjang report that administrative tasks not directly related to teaching reduce their time for preparation and innovation in The importance of balanced workload management and provision of adequate incentives to maintain teacher motivation and productivity.
The Role Of School Facilities some areas that require further attention.
Administrative support, adequate resources, management, and adequate facilities are key factors that school management should pay attention to to further improve teacher Based on data collected from 50 teachers at SMPIT Ma'arif Padang Panjang, respondents were female and 40% were Most of the respondents were between 30-40 years old .
%), with S1 Volume 9.
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%) and S2 .
%) education levels.
The average teaching experience is 10 years.
Productivity in the context of education Table 1.
Respondent Profile Male Female involves two main aspects, namely the quantity and quality of output.
According to Steers, productivity refers not only to the amount of output produced but also to the Table 2.
Age of Respondent Age
Percentage 20 - 30
30 - 40
40 Ae 50 quality of that output, e.
students' level of understanding, critical thinking ability, and the skills they acquire.
Productivity in the education sector Teacher Productivity Analysis is defined as the ability of a school or The educational institution to maximize student analysis show that the level of teacher productivity at SMPIT Ma'arif Padang efficient use of available resources.
Panjang is in the "good enough" category with an average score of 3.
8 on a scale of 5.
management and appropriate strategies to Productivity is measured based on indicators Educational such as attendance, teaching preparation, use of learning media, and involvement in between inputs .
uch as teaching staff, extracurricular activities.
Teachers with facilities, and curriculu.
and outputs .
uch more than 15 years of teaching experience as academic achievement and student show higher productivity compared to character developmen.
He emphasized teachers with less than 5 years of experience.
that high productivity is achieved when Definition Of Productivity According To Some Experts educational institutions can produce highquality outputs with minimal use of Productivity in education is defined as the ratio between outputs .
ducational outcomes such as student achievemen.
and inputs .
esources such as time, effort, and cos.
used to achieve these outcomes.
emphasizes the importance of efficiency and effectiveness in the use of educational productivity is defined as the ability of an educational institution to optimize its Mulyasa highlighted the importance of school-based management in improving productivity through the participation of all Volume 9.
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AL-WIJDyAN stakeholders decision-making.
Educational learning, which can be measured through efficient use of resources to achieve improved student academic achievement educational goals.
High productivity can be and the quality of interaction between achieved through good planning, effective teachers and students.
involves effectiveness in teaching and monitoring of the education process.
Teacher work productivity is defined as the Factors Affecting Productivity Supporting Factors ability of a teacher to produce maximum educational output with the available inputs.
Administrative support and the This includes aspects of effectiveness and availability of educational resources are the efficiency in the learning process as well as two main factors that contribute positively to teacher productivity.
Teachers who feel supported by school management tend to be predetermined educational goals.
more motivated and productive.
In addition.
Teacher productivity involves the facilities such as adequate classrooms, access degree to which teachers perform their to technology, and complete teaching duties and responsibilities as measured by their ability to improve student learning effectiveness in the teaching process.
outcomes, the quality of instruction, and the level of student satisfaction.
Teacher work productivity includes three main aspects: the quantity of work, the quality of work, and the time taken to complete the work.
This productivity is influenced by motivation.
Mulyasa defines teacher work productivity as the teacher's ability to manage the classroom, develop lesson plans, carry out the learning process, and evaluate learning outcomes effectively and efficiently so that Education can be achieved well.
Hasibuan emphasizes that teacher work productivity Inhibiting Factors Excessive workload and lack of incentives were the main barriers identified.
Most teachers feel that the high number of teaching hours and additional administrative responsibilities reduce the time they can personal development.
In addition, the lack of financial and non-financial rewards reduces teachers' motivation to improve their productivity.
This productive teachers are teachers who have very strong motivation, both intrinsic Volume 9.
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AL-WIJDyAN motivation .
rom within themselve.
, as well results of this study are consistent with as extrinsic motivation .
rom outside and Teachers support and the availability of educational resources are critical to improving teacher Teachers administrative support have higher levels of Productive teachers are teachers who are job satisfaction, which in turn increases their always supported by colleagues and get the In addition, the results of this freedom to innovate and be creative in the learning process at school.
In addition, workload management and a fair incentive productive teachers are also teachers who system to maintain teachers' work balance have good social relationships with all and motivation.
These findings imply that school management at SMPIT Ma'arif teachers, employees, students, and even Padang Panjang needs to consider strategies student guardians.
Productive teachers are to improve administrative support, provide also teachers who get fair treatment from more educational resources, as well as leaders and are allowed to develop their develop adequate incentive programs.
With In addition, productive teachers are these measures, it is expected that teacher also teachers who are very satisfied with the productivity can be further improved, which salary and welfare provided by school in turn will have a positive impact on the management or educational institutions.
quality of education in the school.
Productive teachers are teachers who feel and always try to improve their Previous Teachers complete administrative tasks on time.
And they have access to training courses that are relevant to their duties.
Teachers who keep abreast of the latest developments in the field of education, and teachers who are always involved and have an important role Studies Teacher Productivity professional competence, and always have a passion for innovation in the teaching and Teacher productivity has been a topic that has received widespread attention in education research.
Several previous studies have explored various factors that influence teacher productivity and its impact on student learning outcomes.
Below is a summary of some important studies in this in improving the school's reputation.
The Volume 9.
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AL-WIJDyAN Administrative Support and School Leadership decline in teaching quality.
A more balanced workload arrangement and a reduction in The importance of administrative support in improving teacher productivity.
The study found that teachers who receive adequate administrative support tend to be non-essential administrative tasks to help teachers focus on their main task, which is teaching and educating students21.
Use Of Technology In Learning more motivated and effective in teaching.
This support included the provision of necessary resources, professional guidance, and recognition of teacher performance.
Johnson concluded that good leadership on the part of school management plays an Teacher Professional Development Continuous development has a significant impact on Teachers participate in training and development programs tend to have better skills in innovative learning methods.
In addition, teachers to stay motivated and feel valued in their role as educators.
The use of technology can increase teacher productivity.
In their research, they found that the integration of technology in the learning process allows teachers to Technology also helps teachers manage time more efficiently, such as using However, emphasized the importance of adequate training for teachers to utilize technology Motivation And Incentive Factors The importance of motivation and incentives in improving teacher productivity.
This study found that teachers who feel valued and incentivized show higher levels of productivity.
Incentives can take the form of both financial and non-financial rewards, such as recognition for achievements, career Workload Management The problem of excessive workload is one of the factors that hinder teacher Teachers who have too high a workload often experience burnout and a development opportunities, and a positive work environment.
All these studies show that teacher productivity is influenced by a variety of interacting factors.
Administrative workload management, use of technology.
Volume 9.
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AL-WIJDyAN and motivation and incentives are key Devi.
Z Sesmiarni.
A Syafitri, and .
elements that can enhance or hinder teacher AuUpaya Meningkatkan Therefore.
Kepala Sekolah Dalam Produktivitas Kerja policymakers need to consider these factors Guru Di Mtss Tigo Nagari.
Kabupaten in their efforts to improve education quality.
Pasaman.
Ay Innovative: Journal Of A 3 .
: 11401Ae10.
Conclusion This study aims to measure teacher productivity at SMPIT Ma'arif Padang Panjang and identify the factors that influence it.
The results show that teacher productivity is in the "good enough" Hasibuan.
A F.
R W Sembiring, and .
AuDSS Approach with the AHP Method in the Selection of Quiz Participants at SDIT Permata Cendekia.
Ay A and Artificial Intelligence, 2023.
category with an average score of 3.
8 on a Jakiyah.
Atiyatu.
Sumardi Sumardi, and Rais scale of 5.
Administrative support and the Hidayat.
AuPeningkatan Produktivitas availability of educational resources prove to Kerja Guru Melalui Pengembangan be the main supporting factors for teacher Kepemimpinan Transformasional Dan productivity, while excessive workload and Budaya Organisasi.
Ay Jurnal Manajemen lack of incentives are the main obstacles.
Pendidikan 6, no.
: 663Ae71.
https://doi.
org/10.
33751/jmp.
References