COMPARATIVE STUDY ON TEACHER TRAINING EDUCATION POLICY AND PRACTICES IN QUR’ANIC SCHOOLS: CASE OF SEMIURBAN RURAL AND REMOTE RURAL SETTINGS IN BANJARNEGARA REGENCY
Abstract: This paper aims at
describing the recent status of teacher training education policy and practices
in 12 purposely selected Qur‟anic Schools in 4 villages, which belong to
Banjarnegara Regency in Central Java Province in Indonesia. The data was
obtained through a field survey by using questionnaire instrument and
open-ended interview to 12 school principals and 20 teachers of the Qur‟anic
schools. Teachers‟ status degree at semi-urban rural area is more educated
while the teachers at remote rural area are graduates from Qur‟anic school who
have no teacher‟s certificate. In both areas, teachers mainly developtheir
professional teaching skills by self-learning due to very few in-service
teacher trainings. Unlike teachers at formal schools, who are often offered
teaching training by educational bureau in regency or province level, teachers
at Qur‟anic schools almost never receive teaching training. This findings
suggest the local government to conduct intensive teacher training program for
Quranic schools teachers in order to achieve better Islamic educational
services.
Keywords: Islamic education,
teachers training, Qur`anic school, internal comparative analysis
Journal Code: jppendidikangg160255
