Evaluation of the Arabic Language Teachers' Discussion Forum (MGMP) Program in Madrasah Tsanawiyah for Enhancing Teacher Competence

Muhammad Hidayaturrahman; Falahun Ni'am; Nur Hidayat

doi:10.37680/qalamuna.v18i2.7200

Authors

Muhammad Hidayaturrahman Universitas Islam Negeri Fatmawati Sukarno Bengkulu
Falahun Ni'am Universitas Islam Negeri Fatmawati Sukarno Bengkulu
Nur Hidayat Universitas Islam Negeri Fatmawati Sukarno Bengkulu

DOI:

https://doi.org/10.37680/qalamuna.v18i2.7200

Keywords:

MGMP, teacher competence, CIPP evaluation model, Arabic language education, professional development, Madrasah Tsanawiyah, Bengkulu City

Abstract

This study examines the effectiveness of the Musyawarah Guru Mata Pelajaran (MGMP) program for Arabic language teachers at Madrasah Tsanawiyah (MTs) in Bengkulu City through the Context, Input, Process, and Product (CIPP) evaluation framework. Although the MGMP program has been widely implemented throughout Indonesia to strengthen teachers’ professional competencies, its effectiveness in Bengkulu City has not been comprehensively assessed. The research employs a mixed-methods design, integrating qualitative data obtained from interviews with Arabic language teachers, MGMP coordinators, and relevant stakeholders, alongside quantitative data collected through teacher questionnaires. Document analysis was also conducted to support the findings. The evaluation focused on the four dimensions of the CIPP model: context, input, process, and product. The results indicate that the MGMP program generally corresponds to the professional development needs of teachers and contributes positively to the enhancement of their pedagogical competence. Nevertheless, several challenges were identified, including insufficient resources, irregular participation, and the use of outdated training materials. The implementation process demonstrated varying degrees of teacher involvement; while some participants gained significant benefits from the activities, others perceived them as lacking practical applicability. Overall, the program contributed to improvements in lesson preparation and instructional methods, although its influence on classroom teaching practices varied among participants. These findings highlight the need for program improvements to overcome existing limitations and enhance its overall effectiveness.

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