STRATEGI KEPALA SEKOLAH DALAM MENINGKATKAN MUTU PEMBELAJARAN PAI DI SD MUHAMMADIYAH PONOROGO

Essentially, improving the quality of Islamic Religious Education (PAI) learning in elementary schools cannot be separated from the strategic role of the principal as an educational leader. As an Islamic educational institution committed to strengthening religious values, the school seeks to design and implement policies that support the enhancement of PAI learning quality. These efforts are reflected in the implementation of religious programs, relevant learning approaches, and structured as well as continuous teacher development. The objectives of this study are: (1) to examine the principal’s policies in improving the quality of PAI learning; (2) to analyze the principal’s strategies in enhancing the quality of PAI learning; and (3) to identify the supporting and inhibiting factors faced by the principal in improving the quality of PAI learning.

This research employed a qualitative method, with data collected through interviews with the principal and PAI teachers, direct observations of religious activities and learning processes at SD Muhammadiyah Ponorogo, as well as documentation in the form of images and relevant documents related to the research focus. The data analysis technique followed the steps of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing to obtain the most comprehensive results.

The findings of this study are as follows. (1) The principal’s policies in improving the quality of PAI learning are carried out in a focused and planned manner, based on the school’s Islamic vision and mission. These policies include strengthening Islamic values in learning, enhancing teacher competence, and providing supporting facilities manifested through religious habituation programs such as dhuha prayer, Qur’an recitation, and religious training. The policy formulation process is conducted participatively by involving teachers. (2) The strategies implemented by the principal in improving PAI learning quality are systematic and include internal improvements through regular coordination meetings, supervision and evaluation of learning activities, upgrading learning facilities and infrastructure, achievement-based school promotion, contextual approaches based on Islamic values, and the recruitment of new teachers. (3) The supporting factors in improving PAI learning quality consist of teachers/educators, appropriate curriculum and learning methods, and the availability of facilities and infrastructure. Meanwhile, the inhibiting factors stem from student characteristics, social environmental influences, and the exposure to less educational mass media and social media.