PROPOSED HUMAN CAPITAL MANAGEMENT STRATEGY TO IMPROVE ELEMENTARY SCHOOL TEACHERSâ COMPETENCIES IN RAHUNING, NORTH SUMATRA (CASE STUDY OF SDIT AR-RAHMAH RAHUNING)
The issue of low teacher competence in Indonesian schools outside of the big cities requires solutions from the outside and inside of the school. From within the organization, Human Capital Management (HCM) provides a beneficial framework for improving teachers' competence and overall sch...
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| Format: | Theses |
| Language: | Indonesia |
| Online Access: | https://digilib.itb.ac.id/gdl/view/78046 |
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| Institution: | Institut Teknologi Bandung |
| Language: | Indonesia |
| Summary: | The issue of low teacher competence in Indonesian schools outside of the big
cities requires solutions from the outside and inside of the school. From within the
organization, Human Capital Management (HCM) provides a beneficial
framework for improving teachers' competence and overall school quality. This
study aims to understand the low competencies issues and the HCM system in
SDIT Ar-Rahmah Rahuning and formulates competency development programs
using Lifelong Learning (LLL) approach. In this mixed method research, a survey
conducted on teacher competencies in SDIT Ar-Rahmah using the Teacher's
Competence model outlined by the Director General of Teachers and Education
Personnel in 2023 evaluates four primary teachers' competence (pedagogic
competence, personal competence, social competence, and professional
competence), followed by a qualitative study on the HCM system, focusing on the
competency development program.
The study reveals that the average teachers in SDIT Ar-Rahmah indicate the need
to improve pedagogic and social competence. Further, the HCM system lacks
Professional Development and Performance Management for its teachers. The
system is highly reliant on the School Principal, which causes issues with
developing Professional Development and Performance Management. A
competency development program is formulated using Lifelong Learning
approach to ensure continuous improvement throughout the teachers'
employment. The program focuses on six key elements: 1) formal and nonformal
education, 2) introspection and self-assessment, 3) self-motivated learning, 4)
application of knowledge and skills, 5) evaluation and improvement steps, and 6) provision of facilities and tools that foster LLL habits. |
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