Strategic Analysis of Human Resources in Modernity Culture

Development of Moslem Scholar in Islamic Education Institutions

Muhamad Khoirul Umam

, Binti Suaidah Hanur

and Moh. Ihyak Ulumudin

The College of Badrus Sholeh, Purwoasri, Kediri, East Java, Indonesia

Keywords: Modernity culture, Islamic institutions, Human Resources.

Abstract: T

he growing interest of the community to send their children to school in madrasah, such as the

slogan "Madrasah is better, better Madrasah" made some madrasahs develop and grow to be

modern school. Thus, some strategies need to be analyzed to develop the human resources

mainly in this modernity culture. Hence this paper try to analyze the development specially the

human resources development to meet the modernity culture. This paper used library research as

a part of qualitative research. The results show that because of the growth of modern school, it is

finaly some institutions which provide the Education Faculty of Madrasah Ibtida’iyah study

program need to rearrange the curriculum, and to empower their human resources

1 INTRODUCTION

Education in islamic institutions based on the values

and character of the nation and culture is, by itself,

forms of a democratic and community-based

education (Might and Fischer, 1985). So that way,

we can understand that the character-based

education of this nation is a necessity for the

changes and reforms in the world of Islamic college

education. In addition, the nation's character

education also has a normative as well as a

philosophical foundation rooted in the values and

character of the nation (Umam, 2018a). As well as

the demands of an increasingly democratic and

modern era in countries that embrace the democratic

system.

The term modernity (Zuldafrial, 2016) has now

become a real part of reality in contemporary life, a

state of life that really exists. It was not just a

discourse or form of ideas but it was seen, felt, and

experienced by all academics living in the present.

Their lifestyle is changed, adjusting to the conditions

that can bring modern academic design. The

parameters used in this modernity is applied

strategy. Applied strategy covers all life phenomena

into apple diagram flakes against skill-based in the

field of higher education.

Higher education which are lack of readiness in

facing modernity need to improve themselves,

especially in the field of education in Islamic

institutions.(AM STUDI PENDIDIKAN et al.,

2015) Therefore, education in islamic institutions is

a means to form human resources (HR) quality. ,

then education in islamic institutions will inevitably

have to be contextualized with the tools of

modernity if modernity is a necessity, That is,

education in islamic institutions should have an

interest to form human resources who are ready to

wrestle and fight facing the swift stream of

modernity that is continuous and renewal

experiencing .

The perfect human idealized as the culmination

of national education in the effort to re-actualize the

essence of humanity and its manifestations in social

systems and structures needs reinforcement.(Umam,

2018b) This is in line with the context of the era

where education in islamic institutions until now still

believed as an important aspect of the nation's life to

be a strategy in raising the degree of Indonesian

society through empowerment of human resources

(HR) available. Although until now the world of

Islamic college education we still need to also be

researched dilemmatic issues and not resolved.

Islamic university education has been

commonplace that until now still in the confines of

many problems that are often discussed in the

discussion and media coverage. At least three of the

biggest problems are often encountered (Howell et

al., 2003) firstly, curriculum that has not shown a

clear direction for prospective future, and whether it

is good and promising, the curriculum is often not

adjusted to the necessity of operation, efficiency,

742

Umam, M., Hanur, B. and Ulumudin, M.

Strategic Analysis of Human Resources In Modernity Culture Development of Moslem Scholar in Islamic Education Institutions.

DOI: 10.5220/0009915607420748

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 742-748

ISBN: 978-989-758-458-9

and effectiveness so that is perceived as a burden for

academics, secondly, facilities and facilities, among

factual conditions that we can find the damage of

Islamic university facilities and infrastructure, and

even many of them have not been repaired and there

is no access for academics to obtain and enjoy such

suggestions and infrastructure, become a teacher,

whose welfare is not guaranteed right now, and the

quality is still inadequate and has not fulfilled the

progress of modernity that continues to grow.

The Muslim community has a vision of hope that

will be crucial to the success and advancement of

Islamic college education. However, the hope that

will come true has not been realized until now.

Islamic college education has been embarked on by

the education of secular Western colleges that have

transformed the formation of high schools in the

world. Even if there are phenomena of the rise of

Islamic Higher Education, it is only a casuistic

character and hearts a whole section, and not yet a

tendency to review the majority of the whole, so that

the view of Islamic Higher Education has not been

able to fascinate and amaze at least until the day of

the singer, let alone shift the view Western secular

university education includes those adapted by

secular institutions in Indonesia.

The enormous hope that might be used to bring

about an Islamic higher education is never cut off

from the chain that encourages moslem society,

scholars and practitioners who really understand

that Islamic education has a variety of strategies

politically, economically, socially, and culturally

although in reality, the Islamic education has not

been able to describe the ideal expectation because it

has not found the keyword of the expectation. Thus,

this paper tries to analyze how islamic education

institutions develop their curriculum dan human

resources toward the modernity culture

development.

2 METHODS

This was libary research in which at the first the

Researchers collect data through the method of

documentation-observation. Then after the data

collected, analyzed through content analysis and

critical analysis and synchronized with cross-check

the results of observation. The researchers analyze

the content to see whether it still match with the

modernity culture development or not, the

researchers takes KKNI as a higher education

curriculum which still in discussing till now. This

content analysis is also used to measure the

relevance between the curriculum of KKNI and the

newest development. Whereas the critical analysis is

used to evaluate and to break down the curriculum

of KKNI related to human resources whom are

graduated from a higher education. In the critical

analysis, first of all, the researchers identified the

vision and the mission of a study program which

open Madrasah Ibtida’iyah program, then the

researchers analyze the curriculum used in

empowering their graduation. After that the

researchers compare the result analysis to the market

needs, here the madrasahs that growing become a

modern madrasah. Syncronizing the result of

observation in the Madrasah Ibtida’iyah study

program with the Madrasah where its graduation

will teach in is the last step to know how the strategy

applied in islamic institution in planning the

curriculum and in empowering their human

resources has met the criteria of modernity culture

development mainly Madrasah where a moslem

scholar will get job appropriate to the his/her

certificate.

3 RESULTS AND DISCUSSION

3.1 Knowing Strategic Definition

Strategic is the ideal direction and coverage of the

organization for a longer term, adjusting its

resources to changing environments, and in

particular, with its markets, with its customers and

clients to meet stakeholder expectations.(Triton,

2007)

While applied strategy is the act of mobilizing

resources in the framework of competition to satisfy

customers, beat competitors and achieve

organizational objectivity.(Rianantang, 2010) Where

organizational objectivity(Anggia et al., 2015) is a

business model how to obtain financing and series

activities that can’t be separated from the analysis of

the internal environment and strategy management.

So that the process of Islamic university educational

institutions in preparing the vision, mission,

determining the object, summarize the strategy,

implement and execute the strategy can run

continuously and can take corrective action in the

vision, mission, object and strategy of Islamic

education institutions.

There are at least three strategic understandings.

Firstly, strategic is a declaration of intent that

defines how to achieve goals and takes seriously the

allocation of enterprise resources that are important

for the long term and matching resources and

capabilities with the extraneous environment.

Second, strategic is a perspective where critical

issues or success factors can be discussed, as well as

strategic decisions aimed at making a large and

Strategic Analysis of Human Resources In Modernity Culture Development of Moslem Scholar in Islamic Education Institutions

743

long-term impact on organizational behavior and

success. Third, strategic is basically about goal

setting (strategic objectives) and allocating or

adjusting resources with opportunities (resource-

based strategy) so as to achieve strategic suitability

between strategic objectives and resource base

(Amstrong, 2003).

The internal environmental analysis is a part of

the strategy management. The management

includes: (1) planning, (2) Procurement, (3)

Inventory, (4) Storage, (5) Structuring, (6) Usage,

(7) Maintenance and, (8) Removal. The supplier

need to analyze those eight things to meet the market

needs. The market involves the goverment, society

and the competitor in which all of them is a chain in

the industry framework (Umam, 2017). Management

strategies systematically designed by management to

formulate strategies, execute strategies, and develop

strategies in order to provide the values needed for

everyone to realize the vision of the organization

(Sagala, 2007). On top of that, there are four

important things: Strategic management is a process

that consists of several planned steps in the

organization, from the highest leadership to the

lowest employees, Introduction to formulate vision

and mission, determine strategic goals and choose

appropriate strategies to achieve short-term and

long-term goals, Introduction to execute the strategy

to give the customer the best value, Implementation

of the strategy should always be evaluated to assess

the results in accordance with the latest plans and

developments, Stages of Management Preparation,

Strategy Formulation, Developing Strategic Vision

and Business Mission, Company Environmental

Analysis

3.2 Preparing Curriculum Structure of

Parallel Models

Since 1994 there has been a series of travel changes

in the curriculum of higher education in Indonesia.

Year 1994 through the Decree of the Minister of

Education and Culture of the Republic of Indonesia

No. 056 / U / 1994 on Guidelines for the Preparation

of Higher Education Curriculum and Assessment of

Student Results, where the curriculum prioritizes the

achievement of science and technology mastery,

which is referred to as the Content Based

Curriculum. In this curriculum model set national

compulsory subjects in the study program. Then in

2000, based on the four pillars of UNESCO,

learning to know, learning to do, learning to be and

learning to live together, Indonesia reconstructed the

concept from content-based curriculum to

Competency Based Curriculum (CBC) (No, 21AD).

CBC curriculum prioritizes the achievement of

competence, as a form of effort to bring education

closer to labor market conditions and industry. The

CBC consists of core and institutional

curricula.(Nasional, 2002) In its implementation, the

main competencies are determined by mutual

agreement between institutions, professional

communities, and graduate users. While the

supporting and other competencies set by the college

itself.

With the encouragement of the development of

the modern era that is currently demanded

recognition of the achievement of learning that has

been synchronized internationally, and the

development of the Indonesian National

Qualification Framework (KKNI), the curriculum of

higher education since 2012 has a slight shift by

providing a measure of equal learning achievement.

In addition to the reason for the new demands of the

new global education paradigm, internally, the

quality of education in Indonesia especially higher

education has a very high disparity. The new

curriculum is still based on the achievement of equal

ability to maintain the quality of its graduates. This

curriculum is known as the Higher Education

Curriculum (KPT or K-DIKTI).(Riset, n.d.)

Curriculum changes are more only at the level of

the document, not on its activities or its

implementation (learning process, evaluation

process, academic atmosphere creation)

(Lichtenthaler, 2008). Preparation of curriculum

usually done for the evaluation of the old curriculum

with SWOT and Tracer Study analysis while the

formulation of educational goals formulated by the

senate and college leaders. Both are curricula of

existing or standard study programs by the

curriculum development team of subject-related

courses and SKS, curriculum structure, study

materials of each study of science. GBPP and RPS

are conducted by each lecturer of course lecturer.

The shift in naming the curriculum of higher

education from CBC to the naming of KPT or K-

DIKTI has several important reasons, including:

(Wisnumurti and Si, n.d.) a) The naming of CBC is

not fully based on the regulation provision, so it is

still possible to continue to develop in the current

and future conditions. b) CBC generally does not

fully refer to the exact measurement parameters,

allowing for different depth or level of achievement

even in the same study program at the same level. c)

The absence of measurement parameters in the CBS

is difficult to assess whether one or more of the

higher education courses are higher than others. d)

KKNI provides measurement parameters of the level

of qualification from level 1 lowest to level 9

highest. e) Learning achievements at each level of

KKNI are outlined in the description of attitudes and

values, knowledge, abilities, powers and

ICRI 2018 - International Conference Recent Innovation

744

responsibilities with concise statements called

generic descriptors, which are depth and level

according to the study program level. f) KPT as a

form of development from CBC using KKNI

qualification level as a measurement of learning

achievement as the material of curriculum

compilation of a study program. g) The main

difference between the DTL and the CBC is thus on

the certainty of the study program because the

learning achievement obtained has a definite size.

With the enactment of KPT or K-DIKTI in all

Indonesian institutions at the latest by 2016 then

Islamic college education is responsible for

implementing it, which is formulated in the form of

policy and standard of curriculum quality. To

facilitate the study program to implement the policy

and standard quality of new KPT curriculum then

Islamic college education provides Guidance for

Curriculum Development and Evaluation.

For every university, regular and planned

curriculum evaluation is a demand to implement

correction to the role of the college concerned in the

dharma of education. The demand for evaluation and

/ or curriculum change can thus be caused by

changing needs or the ongoing curriculum is no

longer able to meet the evolving needs. On that

basis, the tradition of evaluating and / or changing

the curriculum is a form of responsibility for

continuous improvement of its duties and

obligations to implement the education program.

Thus, the stake holders of Islamic university

education programs that run always get the actual

results and the best benefits of his era.

In essence the purpose of the curriculum is to

manifest from the specific objectives of education

related to the curriculum concerned. Thus the

evaluation of a curriculum can be an activity that

can’t be separated from the evaluation effort of

Islamic university education, which is to make the

activities of control, guaranteeing, and stipulating

the quality of education on various components of

education in every path, ladder, and type of

education as a form of accountability of university

education Islam. Inside, a curriculum evaluation that

includes both internal and external evaluations. The

curriculum evaluation internally includes inputs,

processes and outputs, and externally the impact on

the competitiveness of graduates and their careers.

The setting of courses in the semester stage is

often known as the curriculum structure.

Theoretically there are two kinds of curriculum

structure development approach, that is serial model

and parallel model. A serial model approach is an

approach that composes a course based on its logic

or scientific structure. In this serial approach, the

courses are composed of the most basic (based on

the logic of science) until the final semester which is

advanced courses (advanced). Each interconnected

course is indicated by a prerequisite course. The

courses presented in the first semester will be a

requirement for the courses on it. The problem that

often arises is who should make the relationship

between courses between semesters. If students, they

do not have the competence to understand the entire

framework of the scholarship. If the lecturer, there is

no guarantee of the occurrence of such links

considering that between the courses with one

another in doing by different lecturers and difficult

to ensure good communication between the lecturers

involved. It is this weakness that causes graduates

with this serial structure model to lack integrated

competency. The other side of the prerequisite

course is often the cause of the late graduation of

students because if one of the prerequisite courses

fail they have to repeat in the next year. So that

Islamic institutions at the level of the program

choose a parallel model curriculum structure

approach in which some study programs present

courses in each semester in accordance with the

objectives of its competence. This parallel structure

is extreme in the BLOK model in the Islamic college

course.(Akademik, 2008) Block model is a parallel

curriculum structure that is not based on semester

study, but based on competency achievement in each

block, so often called MODULAR model, because it

consists of several modules / blocks. However, the

structure of the parallel curriculum is not only

implemented with the Block model, but can also be

in the form of semesters by grouping several courses

based on similar competencies. So that each

semester will lead to the achievement of similar

competencies and completed in the semester,

without having to be a requirement for the courses in

the next semester.

As a series of curriculum compilations

undertaken by each study program of Islamic

institutions, can be described in the diagram below.

In the picture it appears that at the beginning of the

curriculum development, the study program should

set its educational learning achievement, known as

the profile (the role of the student). From this role,

achievement of learning in every stage of education

can be derived with more accountable and reliable.

Meaning, no study program is missed in achieving

national education objectives as outlined in the

KKNI. The provisions of this learning achievement

stipulation are stipulated in the competency standard

of graduates in the Regulation of the Minister of

Research, Technology and Higher Education of the

Republic of Indonesia Number 44 Year 2015 on

National Standards of Higher Education.(Riset, n.d.)

In determining the study materials to be able to

meet the achievement of the learning achievement.

The provisions of the determination of the materials

Strategic Analysis of Human Resources In Modernity Culture Development of Moslem Scholar in Islamic Education Institutions

745

of this study shall be determined by the content

standards of the Minister of Research, Technology

and Higher Education Regulation No. 44 of 2015 on

National Standards of Higher Education.(Riset, n.d.)

The development pattern in accordance with the

regulations on the National Standards of Higher

Education will ensure the realization of an

accountable curriculum of KKNI, as well as

graduates produced in accordance with the

qualifications of KKNI.

3.3 Creating Facilities and

Infrastructure Needs

Educational facilities and infrastructure can basically

be grouped into four groups, namely land, buildings,

equipment, and school furniture (site, building,

equipment, and furniture). In order for these

facilities to make a meaningful contribution to the

course of the educational process, it should be

managed properly (Asmawi, 2010). Facilities and

Infrastructure of higher education, especially land,

buildings and equipment of higher education should

describe the education program or the college

curriculum. Because the buildings and equipment of

the institutions are held based on the curriculum or

educational programs that apply, so that the

suitability allows the existing facilities really support

the course of the Islamic university education

process. Building land management, and college

equipment are the joint responsibility of the college

academic community. For that purpose, it is

necessary to understand some basic principles in

managing the facility. According to Hunt Pierce The

basic principles of management (Baldwin et al.,

2011).

Educational management can also be defined as

a series of activities to plan, organize, motivate,

control, and develop all efforts in regulating and

utilizing human resources, facilities and

infrastructure to achieve educational goals. While

the function of management education at Islamic

institutions, namely: the function of planning,

organizing, motivating, and supervision.(Nomor,

2009)

To achieve the quality of Islamic college

education that has the strength and even the

advantages in various lines, then in Islamic

institutions trying to improve the management of

various components and made possible all the

components that amount to a lot. And because the

facilities and infrastructure in Islamic institutions are

the basic components that if not exist then no

Islamic college must stop Total.

That in Islamic institutions the process in the tips

of managing the facilities and infrastructure begins

with planning. This process is done to find out what

facilities and infrastructure needed by the college.

The next process is procurement, which is a series of

activities providing various types of facilities and

infrastructure in accordance with what has been

planned previously. Then the regulatory process,

where in it there is the process of inventory, storage,

and maintenance. Followed by the process of use,

namely the utilization of educational facilities and

infrastructure to support the Islamic university

education process. In this process must be

considered the principle of effectiveness and

efficiency. And the last is the removal, which is

eliminating facilities and infrastructure that has

expired from the inventory list.

Based on that study program Madrasah

Ibtida'iyah in Islamic institutions take strategic steps

by functioning each of the managerial components

of Islamic education by realizing normal growth,

fostering, improving, developing and maximizing

existing facilities and infrastructure.

3.4 Building Graduate Profile with

Difference Capability Should Have

Graduated

Teacher Education Madrasah Ibtidaiyah is one of

the majors in the Faculty of Tarbiyah and Teacher

Training in Islamic Higher Education throughout

Indonesia, both State and Private institutions. The

Study Program of Madrasah Ibtidaiyah Teachers is

prepared to educate prospective teachers at

elementary level (MI / Elementsry School). Being a

teacher is to be a person who always can always

provide positive energy for the people around him,

especially for learners, not separated from it the

teacher must also be a person who loves life and life,

mature emotionally and have a good moral capacity

and understand the value of the creation of man.

The general objective of the Madrasah

Ibtidaiyah Teachers Education Study Program is to

produce skilled and proficient graduates who are

meet the market needs.

The phenomenon of Madrasah Ibtidaiyah is

unattractive and not the primary choice for the

society to send their children to school, because MI

is considered not qualified.(AJI, n.d.) Whereas

Teachers Madrasah Ibtidaiyah is a classroom

teacher who is required to teach all the materials in

the class, the material to-Elementsry School and the

Islamic boarding school. However, nowadays many

good Madrasah Ibtidaiyah have become the

favorites of society. Because already many

madrassas are developing and as modern model

madrasah. As proof and example there is an ideal

Madrasah, complete facilities, good quality

ICRI 2018 - International Conference Recent Innovation

746

educators and many achievements achieved. So, for

PGMI graduates the prospects for their work will be

widespread, as the growing interest of the

community to send their children to school in the

madrasah, such as the slogan "Madrasah is better,

better Madrasah".

Now the requirement to become Madrasah

Ibtidaiyah Teachers must be certified by S-1 PGMI.

As in UU. No. Law No. 14 of 2005 on teachers and

lecturers, whose contents are all teachers required

are graduates of strata 1.(No, 14AD) And finally

now many are interested to study in PGMI study

program, although many who study in PGMI study

program do not close the job opportunities of PGMI

graduates, as well as retired teachers who will open

the opportunity to be able to occupy these positions

as MI Teachers. And certainly, many challenges and

rivals to be able to get the position, because so many

who pass every year, even so it will make its own

spirit and become a struggle.

To earn a bachelor’s Degree PGMI students must

fight for 4 years. Lecture at PGMI is not difficult but

it is also not easy, because the lecture in PGMI study

program is different from other study program

lectures, i.e. all subjects in school are studied while

studying at PGMI. The lecture in PGMI study

program is very enjoyable besides getting general

knowledge we also get the science of religion, which

later become the capital for us as a teacher in

teaching to the students.

An MI teacher must master the teacher's

pedagogical skills in the learning process as well as

the mastery of knowledge needed and related to

various subjects related to subjects in MI and

Elementsry School, ie Indonesian, Mathematics,

Natural Sciences, Social Science and Citizenship

Education, the subjects become the responsibility of

classroom teachers in the learning process. while for

other subjects such as Sport and Leisure, Art and

Culture Craft, Islamic Religious Education which

includes SKI, Fiqh, Akidah Akhlak, Al Quran Hadist

and Arabic language becomes the responsibility of

the task of a subject teacher.

The graduate profile is the answer to the question

of this study program will produce graduates like

what and what role can be done by graduates by

society (outcomes). Example of a bachelor's profile

Teacher Education Madrasah Ibtida'iyah is a

professional MI teacher in the field of learning,

researchers and academics, to become a tutor in his

scholarship. To play a role in the graduate profile

requires a number of abilities that must be possessed

by the graduate, ie the researcher profile which is the

distinguishing capability that must be possessed is

the mastery of the research method and has real

problem sensitivity, the teacher profile, the ability of

a lecturer and the expert in the learning field, able to

plan the program and be able to execute and control.

While the current condition of type and quality of

higher education in Indonesia is experiencing: 1.

Unclear discrimination between types of academy-

vocational-profession education, 2. There is a

dispersitas of graduate quality for the same level of

education 3. Inequality of learning achievement

(learning outcomes) for the same study program.

PGMI Study Program organized by Islamic

College education gives several maturities for a

Muslim scholar to have characteristics and profile as

a classroom teacher in accordance with scientific

capabilities possessed at the level of education

passed. The implementation of the PGMI Study

Program promises great hope for some Madrasah

Ibtidaiyah with minimal teachers with qualifications

and competence as a classroom teacher. Therefore,

as a relatively new study program, PGMI at Islamic

College education is directed to the achievement of

competency targets as stipulated in Permendikbud.

16 years 2007, as "classroom teacher".

Along with the pattern of changes that occur due

to changing patterns of graduate requirements and

curriculum changes based on KKNI and

Implementation of the curriculum 2013, the Islamic

University's Madrasah Ibtidaiyah (PGMI) Teacher

Education Study Program (PGMI) makes its alumni

as: 1) classroom teachers or so-called main

competencies; 2) researcher or author of basic

education textbook, and 3) basic education

consultant. Classroom Teachers (GK) are referred to

as key capabilities that can be shown by PGMI

graduates. Pedagogical and professional skills

related to five subjects (read: Indonesian, IPS,

Civics, Science and Mathematics MI / Elementsry

School) characterize as GK. Other capabilities that

are still "breathing" with GK include being a

researcher / author of books in basic education, even

a basic education consultant. The scientific content

required for the three profiles is not different,

equally must be equipped with scholarship of five

subject MI / Elementsry School, science education,

Islamic subjects as the founder of Islamic

institutions as well as the establishment and

fostering a positive attitude when becoming a

teacher, researcher / writer, as well as a basic

education consultant who is pious, kaffah and

reliable as well as individual Muslim scholars

4 CONCLUSIONS

Islamic institutions at the level of the study program

chose the parallel model curriculum structure

approach in which some study programs present the

courses in each semester in accordance with the

Strategic Analysis of Human Resources In Modernity Culture Development of Moslem Scholar in Islamic Education Institutions

747

objectives. Due to the pattern of development in

accordance with the rules of this Higher Education

Standard, will ensure the realization of an

accountable curriculum of KKNI, and that results in

accordance with the qualifications of KKNI.

Processes and means of care and infrastructure

begins with planning. This process is done to find

out what facilities and infrastructure needed by the

college. The next process is procurement, ie

activities that provide various types of facilities and

infrastructure in accordance with what has been

made before. Then the regulatory process, where in

it there is the process of inventory, storage, and

maintenance. Followed by the process of use,

namely the utilization of educational facilities and

infrastructure to support the Islamic university

education process.

Because nowdays many madrassahs are

developing as modern model madrasah. As proof

and examples there are already ideal Madrasahs,

which have complete facilities, excellent quality of

educators and many achievements. So for PGMI

graduates the prospect of geeting job will be

widespread, as the growing interest of the

community to send their children to school in

madrasah, such as the slogan "Madrasah is better,

better Madrasah".

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