STRATEGIC MANAGEMENT OF QUR’AN TEACHER CERTIFICATION BASED ON THE HANIFA METHOD
DOI:
https://doi.org/10.24252/idaarah.v10i1.66533Keywords:
Strategic Management, Quran Teacher Certification, Pedagogical Competence, Islamic EducationAbstract
This study aims to analyze the strategic management of the Mu’allimul Qur’an Certification Program (SMQ) based on the Hanifa Method in strengthening the pedagogical competence of prospective Qur’an teachers. This study employed a descriptive qualitative approach. Data were collected through semi-structured interviews with eight informants, observation of program activities, and institutional documentation. The data were analyzed through data condensation, data display, and conclusion drawing using deductive and inductive coding. Data trustworthiness was ensured through source and technique triangulation. The findings indicate that SMQ formulation functions as a strategic direction-setting process that connects devotion to the Qur’an, the need for equitable availability of qualified Qur’an teachers, and the standardization of prospective mu’allim training. Program implementation demonstrates the translation of institutional strategies into pedagogical development through tahsin strengthening, methodological training, instructional tools, microteaching, and post-certification service. Evaluation serves as a quality control mechanism through Qur’an reading screening, teaching practice assessment, munaqasyah, documentation of assessment results, and participant reflection. These findings confirm that SMQ serves not only as a certification procedure but also as a structured pedagogical development system. However, the limited duration of practice, the limited capacity of microteaching to represent real classroom complexity, hybrid learning management, and post-certification monitoring still need strengthening. This study contributes to Islamic educational management by demonstrating that Qur’an teacher certification can be managed as a value-based pedagogical development system through strategic direction, program standardization, teaching practice, quality evaluation, and systematic post-certification follow-up.
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