Government Policy for Strengthening Teacher Human Resource Capacity at Islamic Boarding School

Abstract

Strengthening teacher competencies constitutes a strategic factor in improving the quality of pesantren (Islamic boarding school) education, particularly amid ongoing educational transformation that emphasizes professionalism, instructional innovation, and digital literacy. However, the implementation of government policies aimed at strengthening teacher competencies in pesantren continues to encounter significant challenges. This study aimed to analyze the implementation of government policies on teacher competency development at Pondok Pesantren Nurul Haromain Malang and to identify the supporting and inhibiting factors influencing their implementation. The study employed a qualitative approach using a descriptive case study design. Data were collected through observation, in-depth interviews, documentation, and focus group discussions (FGDs), and were analyzed using data reduction, data display, and conclusion drawing techniques. The findings revealed that the implementation of the policy had successfully strengthened teachers' ruhiyah (spiritual) competence and exemplary character through continuous religious development programs. However, the enhancement of pedagogical competence, instructional methodology, and digital literacy remained suboptimal due to limitations in strategic planning, human resource evaluation systems, and an organizational culture that continued to rely on conventional practices. Although government regulations, including the Minister of Religious Affairs Regulation (PMA) No. 31 of 2019 and the Minister of Religious Affairs Decree (KMA) No. 348 of 2022, have established a policy framework for developing teacher competencies in pesantren, their implementation has remained predominantly focused on spiritual development rather than technology-oriented professional competency enhancement. This study concludes that strengthening teacher competencies in pesantren requires a more comprehensive approach through the integration of ruhiyah, pedagogical, professional, and digital literacy competencies in order to support adaptive, high-quality, and contextually relevant pesantren educational governance.