Problems Of Teacher Certification Implementation In Improving The Professionalism Of Educators In Madrasas: Implementation Analysis, Administrative Constraints, And Performance Impacts

Fahriana; Titi Kadi

doi:10.63922/ijevss.v5i02.3656

Fahriana Pascasarjana UINSI Samarinda
Titi Kadi UINSI Samarinda

DOI: https://doi.org/10.63922/ijevss.v5i02.3656

Keywords: Teacher Certification, Professionalism, Madrasah, Sympathy, Educator Performance.

Abstract

Teacher certification is a fundamental policy instrument designed by the Indonesian government to improve the quality of education through standardization of competencies and the provision of professional allowances. However, its implementation in the madrasah environment faces various complex problems. This study aims to analyze in depth the obstacles to the implementation of teacher certification in madrasas and their impact on the professionalism of educators. The main problems raised include administrative barriers in the digital system, regional competency disparities, and the phenomenon of post-certification performance stagnation. The importance of this task lies in the need for a critical evaluation of certification policies to ensure that professional allowances are directly proportional to the improvement of the quality of learning. The methodology used is a systematic literature study with a descriptive-analytical approach, reviewing secondary data, previous research results, and the latest ministry policies related to the 2024-2026 period. The results of the study found that although certification has a positive impact on financial well-being, the improvement of professionalism is often hampered by the administrative burden of the Simpatika and EMIS 4.0 systems, as well as the lack of continuous coaching. There is evidence of a significant gap between teachers in urban and remote areas, where access to training and digital infrastructure is the main obstacle. In addition, it was found that certification tends to be viewed as a financial end goal rather than a continuous competency development process. The conclusion of the study emphasizes the importance of integrating more adaptive data systems, strengthening the spiritual dimension in the professionalism of madrasah teachers, and transforming the Teacher Professional Education (PPG) scheme to be more flexible.

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