Private Madrasah Development Strategy at Madrasah Aliyah

This study aims to analyze the Private Madrasah Development Strategy at Madrasah Aliyah Al-Hilal Dobo Aru Islands, Maluku. Qualitative research with the type of case study, data sources from madrasa heads, teaching staff, heads of administration, heads of madrasah committees, writings, books, and documents related to the object under study. Collecting data through observation, interviews, and documentation. Data analysis utilizing data reduction, data presentation, and conclusion. Testing the validity of the data is done by extending observations, increasing persistence, and triangulation. The results of the study show that Madrasah Aliyah Al-Hilal Dobo Aru Islands Maluku has the motto One Step Forward. The strategy undertaken is to carry out planning by involving internal and external stakeholders, implementing the strategy by forming a team that is divided into several fields that are specifically tasked with being responsible for the process of implementing the programs that have been determined, then evaluated in three stages,


INTRODUCTION
Madrasas as an Islamic educational institution should ideally succeed in developing all aspects of human life, namely the spiritual, moral, intellectual, and skills or professional aspects. 1 Related to the problems faced by madrasas as Islamic religious education institutions, there are several real madrasah problems as well as problems generally faced by education in Indonesia. Some of these problems include: limited facilities and infrastructure to support educational activities, the quality of madrasa teachers is still of concern, especially their professionalism, the welfare of madrasa teachers is still low, the achievement of madrasa students is still low, equal distribution of educational opportunities, especially in madrasas which have less quality, relevance education with low needs, and educational costs. 2 The development of madrasas is one of the efforts to improve the quality of madrasas so that the quality of madrasas increases so that madrasas can develop and be accepted by all levels of society as well as graduates from madrasas who are able to adapt and socialize in life in society, nation, and state. Because madrasas as Islamic educational institutions managed by the Ministry of Religion have so far been considered of low quality by some people. 3 Regarding the development of madrasas in the ARU Islands Regency, the current policy of the Aru Islands Regency Regional Government towards accelerating the development of superior human resources, and the synergy that has been proclaimed by the Regent of Aru Islands, needs special attention. This is in accordance with the Vision and Mission of the Aru Islands District Government, namely the realization of a prosperous, independent, just, and dignified Aru Islands community through the development of education, health, transportation infrastructure, and the people's economy. It is on this basis that the Ministry of Religion of the Aru Islands Regency as a vertical agency that is a partner, is responding seriously by trying to take steps to  8 Wakhidati and Nugroho's research with the title Strategy for Developing the Professionalism of Educators in Madrasahs. And Ms. Nazaruddin with the title Education Services Marketing Strategy (Madrasah Development Analysis). 910 These scientific works have several similarities with this research, namely discussing strategies that have been and will be carried out in developing madrasas in terms of educational quality, professionalism, and leadership. However, it also has differences, namely this research will explore in more detail the steps that have been taken in managing madrasas whose locations are included in remote areas, receive less attention from the central government but can still exist and develop, and are quite attractive even though they are not among the top Aru Maluku Islands.
Based on the background above, the researcher formulates a research problem, namely What is the Strategy for the Development of Private Madrasas in the Aru Islands (Studies on Madrasah Aliyah Al-Hilal Dobo Aru Islands Maluku)?, aims to analyze the strategy for developing private madrasas at Madrasa Aliyah Al-Hilal Dobo in the Aru Islands of Maluku, with the use of research to contribute to the development strategy of island-based private madrasas, especially in the Aru Islands of Maluku.

RESEARCH METHOD
This research is qualitative research with a case study type. The research location is the Al-Hilal Dobo private Madrasah Aliyah, Aru Islands, Maluku Province. The approaches in this research are managerial, normative theological, and sociological. Data sources are the head of the madrasa, teaching staff, head of administration, and head of the madrasah committee. Additional data in the form of writings, books, and other documents related to the object under study. Collecting data through observation, unstructured interviews, and documentation. The process of analysis by means of data reduction, data presentation, and drawing conclusions. Testing the validity of the data is done by extending observations, increasing persistence, carrying out triangulation, conducting discussions with colleagues or competent people, and holding member checks.

RESULT AND DISCUSSION Result Madrasah Development Strategy at Madrasah Aliyah Al-Hilal Dobo Aru Islands, Maluku
Madrasas became one of the Islamic educational institutions in Indonesia which only appeared in the early 20th century and began to develop at the end of the 20th century. 11 Madrasas in the early 20th century were alternative educational institutions for parents to serve as educational institutions for their children. This can be seen from the small number of madrasas compared to public schools. 12 However, at the end of the 20 th century, madrasas expanded in certain areas, this can be seen from the number of madrasas which increased sharply from the previous year. 13 Madrasah Aliyah Al Hilal Dobo or often abbreviated as MA Al Hilal Dobo is a high school characterized by Islam under the auspices of the Ministry of Religion. Located on Jalan Ali Murtopo, Siwalima Village, Aru Islands District, Aru Islands Regency, Maluku Province. Madrasah Aliyah Al Hilal Dobo is an educational institution under the Al Hilal Dobo Foundation which is in the same location as MTs Basuki Rahmat and MI Al Khuzaifah, all of which are under the Al Hilal Dobo Foundation, with a beautiful and cool atmosphere, very supportive for carrying out learning activities and as well as various extracurricular activities. Madrasah Aliyah Al Hilal Dobo is a visionary Islamic Education Institution where every program and activity leads to a clear vision and mission. Since the last few years, Madrasah Aliyah Al Hilal Dobo has improved itself with the motto 'One Step Forward'. This motto motivates teachers and students to manage madrasas better and to achieve various achievements. It has been proven that several times the students of Madrasah Aliyah Al Hilal Dobo Aru Islands have participated in various competitions at the national level both in the academic and non-academic fields.
As one of the senior high schools in Dobo City, Madrasah Aliyah Al Hilal Dobo is determined to improve the management system by prioritizing strengthening the capacity of Human Resources and providing facilities and infrastructure with the hope that all madrasa residents, including teachers, staff, and students, will continue to learn and change for the better. either by making Madrasah Aliyah Al Hilal Dobo a comfortable place to study and comfortable to teach. Teachers who teach at Madrasah Aliyah Al Hilal Dobo, Aru Islands, Maluku, on average, have received a bachelor's degree. There are 17 teachers with status as civil servants (PNS) and 18 teachers with non-civil servant status (Non-PNS). The number of employees at Madrasah Aliyah Al Hilal Dobo Aru Islands Maluku totaled 4 people with 3 undergraduate qualifications and 1 high school/vocational high school graduate.
The facilities and infrastructure that support the teaching and learning process at Madrasah Aliyah Al Hilal Dobo, Aru Islands, Maluku, are quite good. This is evidenced by the fulfillment of academic needs and talents possessed by students so that they can actualize themselves to the fullest. For BK rooms there is no special room prepared, this is because the BK room is in each class. At Madrasah Aliyah Al Hilal Dobo Aru Islands, Maluku, each class teacher also functions as a counseling teacher and special tables and chairs have been prepared for counseling services between teachers and parents of students who wish to consult.
The number of active students at Madrasah Aliyah Al Hilal Dobo Aru Islands Maluku totaled 270 people with details of 157 male students and 113 female students. The madrasa head in carrying out his performance instills religious values, honesty, sincerity, integrity, loyalty, and commitment in carrying out his duties and functions. Act in accordance with the vision and mission of the madrasa, formulate according to SMART principles, be able to develop human resources, and create a culture of a conducive and innovative madrasa climate. The head of the madrasa always adheres to the goals of the madrasa by being an example and acting as an educational leader, able to develop the madrasa towards a learning organization and human resource development.
Analyzing the potential contained in Madrasah Aliyah Al Hilal Dobo Aru Islands Maluku enabled him to design an appropriate development strategy. From the results of interviews with the head of the madrasa about the use of strategies in developing madrasas, he explained as follows: "Yes, I use strategies to improve the quality of learning. The strategy is structured from planning to setting strategic goals, namely to improve learning in this madrasa. My time to determine the strategy that has been designed is every day, but every semester I usually change the strategy if it is felt that the strategy has been successful and has been actually implemented by the teacher and administrative staff. The main target for the implemented strategy is teachers, especially subject teachers because teachers deal directly with students in the process of improving student learning outcomes. The time needed to implement the strategy cannot be ascertained, but until the strategy is actually successful. The strategy used also aims to facilitate teachers and staff in carrying out their duties, as well as students. The method of implementation begins with deliberations among teachers and administrative staff. If the quality of learning increases, it will automatically have a positive impact on the development of madrasas. 15 The madrasa development strategy is an effort to plan and manage madrasas that function to direct and develop madrasas in achieving their educational goals. In the madrasa development strategy, according to information from the head of the madrasa, it is necessary to evaluate it first. "To make a madrasa development plan, we start with an evaluation of the old madrasa program and conclude what needs to be developed and what needs to be innovated." 16 In preparing the madrasah development strategy plan at Madrasah Aliyah Al Hilal Dobo Aru Maluku Islands, it involves many related parties, starting from student guardians, teaching staff, madrasa heads, and vice principals, as well as the madrasah committee and even the curriculum development team tasked with summarizing the results of the meeting. and holding a separate meeting with the madrasah committee at the beginning of the year to decide what plan to use, as well as where to direct the madrasah development goals for the next period. The following is the narrative of the head of the madrasa.
"We involve all aspects of the madrasa, starting from student guardians, teachers, and stakeholders to handle the development of the madrasa and for the decisionmaking system we always carry out some deliberations and considerations and conclusions can be drawn. According to the deputy head of the madrasa, involving community members in setting a policy is one form of madrasa openness in the management system.
"We involve madrasah aliyah leaders, madrasah aliyah committees, student guardians, homeroom teachers, and teaching staff. For decision-making, a school committee meeting was held at the beginning of the year by the Madrasah development team. 18 After the planning stage, Madrasah Aliyah Al Hilal Dobo Aru Islands took more action to accelerate the implementation of plans that had been mutually agreed upon. After the implementation stage continues in the evaluation stage. Madrasah Aliyah Al Hilal Dobo Aru Islands Maluku carry out an evaluation by means of the head of the madrasa assisted by the deputy head of the madrasa in accordance with the field and form a special team that assumes responsibility for the program being carried out to evaluate in the field indications of any obstacles found after that classify them by section each and look for a solution.
Madrasah development needs to be designed systematically so that it can produce optimal changes in achieving the Madrasah vision/mission. Managers and implementers of education in madrasas must have broad and in-depth insights, knowledge, and skills in the context of developing madrasas. 19 The madrasah development strategy is carried out with 5 (five) main strategies, namely: 1) improving education services; 2) expanding and equalizing educational opportunities; 3) increasing the quality and relevance of education; 4) development of education systems and management; and 5) madrasa institutional empowerment. 20 The madrasa head is the driving force, determining the direction of madrasah policy, which will determine how madrasah and educational goals, in general, are realized. With regard to madrasahbased management, madrasah heads are required to continuously improve performance effectiveness. So, madrasah-based management as a new paradigm of education can provide satisfactory results. 21 The following are some of the strategies implemented in developing madrasas: Improving teacher teaching skills: Teacher capacity building is carried out by involving teachers in seminars, training, and educational upgrading organized by professional institutions. Optimization in the use of media and educational facilities: Optimizing the use of media and educational facilities is carried out by making policies to require each teaching staff to carry out their learning using the available media or educational facilities, so as to achieve optimal teaching results.
Implementation of routine supervision: Supervision activities are carried out to find out directly the problems faced by teaching staff while carrying out learning so that the Head of the Madrasah can provide assistance according to his ability. 22 Collaborating with the community: The community is a significant relation in providing influence and assistance to the smooth implementation of learning. 23 Especially if it is related to the current situation that the community has a role as a supervisor and contributor to madrasah needs with the establishment of a "School Council". However, in this regard, the community is still less sensitive to the needs of madrasas.
The application of strict discipline: The application of strict discipline is one of the strategies carried out by the Head of the Madrasah in improving the quality of learning. The application of this discipline is important due to the low level of discipline of teaching staff and students, including arriving late, dressing less neatly, and leaving school not yet on time. This discipline is carried out to codify all school members to have optimal performance in carrying out their duties and roles. 24 Implementation of the strategy for developing private madrasas, Madrasah Aliyah Al Hilal Dobo formed a team divided into several fields that are specifically tasked with being responsible for the process of implementing the programs that have been set, and not forgetting the role of stakeholders, madrasah committees and guardians of students taking part in the implementation madrasa development strategy program that has been planned and decided. Evaluation is carried out in the madrasah development strategy with three stages, namely short-term, medium-term, long term. 25 The short-term is carried out every month which is usually called the MGMP, the medium-term is carried out every semester, while the long-term is carried out once a year. For how to evaluate the madrasa development strategy, the madrasah head is assisted by the deputy head of the madrasa according to his field along with a special team formed to be responsible for its implementation, find out what obstacles are experienced in implementing the madrasa development strategy unexpectedly as early as possible so that it does not become an acute problem in implementation of the private madrasah development strategy. Overcoming problems that occur by grouping the problems that arise and then drawing conclusions and what solutions will be taken in overcoming these problems, of course, decision-making is done through deliberation. 26 Leaders of educational organizations or institutions must make careful observations every day and look for compatibility between the internal forces of the madrasa and external forces (opportunities and threats) that are outside the madrasa. 27 Able to develop strategies to overcome external threats and take existing opportunities. The process of analyzing, formulating, and evaluating these strategies is called strategic planning. The aim is for madrasas to objectively view internal and external conditions so that madrasas can anticipate changes in the external environment. The academic development strategy at MA Al Hilal Dobo Aru Islands, namely:

Forming a competitive mindset of students through rewards
Reward/penghargaan menjadi salah satu bentuk alat pendidikan yang mampu memberikan motivasi belajar bagi peserta didik sehingga bertambah semangat dan meningkatkan prestasinya serta termotivasi untuk mempertahankannya. Sebagaimana hasil wawancara dengan Darsan selaku Sekretaris Kurikulum, beliau mengatakan: "The kids here have a competitive mindset. So, if there is any competition he has to be good, whatever it is. What makes them excited and motivated is because we give them rewards. Like when we hold a competition, even if it's any game or just morning exercise, we still appreciate it and the kids look very united.." 28 This is also confirmed by Fitriyah's statement which says that.
"The children were very happy when they were given a reward, for example during yesterday's exam, whoever scored 8.25 on the test, I gave a prize per child and it turned out that 10 children got it. From there the children are excited to be better and they will be more enthusiastic about learning." 29 From the results of these interviews, it can be concluded that the goal of forming a competitive mindset through rewards is one way to build enthusiasm for learning in students so that students are able to compete to be better. 30 In observation, the researcher found a lot of certificates installed in the class. It turned out that it was a form of reward that the class had won a competition between classes. Awards given by educators to students appropriately and wisely will be able to create an attitude of tolerance and mutual respect for students. Awards are also able to strengthen the bond between educators and students. 31 Therefore, teachers are required to be able to carry out teaching skills properly and precisely.

Developing teacher creativity in the teaching and learning process
The key to the success of academic learning at MA Al Hilal Dobo Aru Islands Maluku of which lies in the teacher's technique in a creative teaching and learning process, by using several teaching methods such as indoor/outdoor class learning, application of CTL and joint full learning, an applicative study of all subjects, and also a communicative learning pattern where it is expected to be able to increase the interest and comprehension of students in understanding the material provided. As stated by the Deputy Head of Curriculum, said that: "Jointfull learning, namely making learning that makes children not bored, they still get min points from learning, fun followed by learning models. So it doesn't have to be in class but can also be outside the classroom depending on what the material is and may be accompanied by games. Teachers must be creative, more active, and communicative in teaching. Mrs. Herni also revealed that: "Developing the potential of students can be done by: Providing opportunities to bring out all their potential through tracing interests and talents, Determining the potential of students specifically based on their respective interests and talents, Selecting potential according to interests and talents specifically for each student, Determining talents and ask students who have it clear to be developed and followed up on, Take actions and activities to be developed, Make a schedule and time for development implementation, Make notes and reports on the implementation of activities that have been running, and Make evaluations of implementation as a way to find improvements and progress." 33 The professionalism of a teacher can be measured in terms of his activities within the scope of information technology which is a source of creativity and development of the education being carried out. 34 In developing professional teachers, a teacher is not only required to strengthen his disciplinary abilities but also has interdisciplinary qualities, through a common approach for all and different approaches for different specialist disciplines. 35

Innovation in learning services
Learning services are learning services that allow the requirements of students to develop themselves with regard to attitudes and learning habits that match the speed of difficulty according to science and technology, therefore at MA Al Hilal Dobo Aru Islands Maluku innovates in learning services which have 5 services in learning including PDCI class (Intellectual Intelligent Student), Exellent class, religion class, regular class and achievement class.
Efforts to develop Madrasah Aliyah Al Hilal Dobo Aru Maluku Islands in accordance with the situation and needs of the community, the development of this madrasa is carried out as a form of community service. The madrasa development strategy was carried out by the head of the madrasa and teachers were able to encourage the community so that their children were sent to the madrasa. 36 Madrasah Aliyah Al Hilal Dobo Aru Islands Maluku has several supporting factors in the madrasa development strategy, namely partnership factors, the environment, and the openness factor of the madrasa for the development of science so that every month the madrasa holds or sends teachers to attend workshops, cooperation, the situation and conditions of the madrasa secure, have a strong spirit, aware of the task given. 37 The inhibiting factors in the development of Madrasah Aliyah Al Hilal Dobo Aru Islands Maluku include Facilities and Infrastructure, Teacher Welfare. The solution to overcoming the inhibiting factors in developing Madrasah Aliyah Al Hilal Dobo Aru Maluku Islands is to take part in continuous education and training to further improve competence, provide detailed explanations on managerial aspects, training, synchronize supervision implementation time, provide guidance so that all invasions can be accepted by madrasah stakeholders, and seeking sources of funds through the development of madrasah entrepreneurship. 38 Other efforts made are increasing teacher discipline, teaching teachers according to their competence, improving teacher welfare, improving facilities and infrastructure, and socializing madrasas to the community. introduce yourself to the surrounding community in order to know its existence, strengths, and advantages compared to other schools.

CONCLUSION
The strategy for developing Madrasah Aliyah Al Hilal Dobo begins with an evaluation of the old Madrasa program, concluding what needs to be developed and innovated. The preparation of a development strategy plan involves many parties, starting from student guardians, educators, madrasa heads and vice principals, madrasah committees, and curriculum development teams who are tasked with summarizing the results of meetings and holding separate meetings with the madrasah committee at the beginning of the year to decide what plans to implement. used, as well as directed where the purpose of madrasah development for the next period. After the planning stage, they take more action to accelerate the implementation of the plans that have been agreed upon, then continue at the evaluation stage. Madrasah Aliyah Al Hilal Dobo Aru Islands Maluku carried out an evaluation by means of the head of the madrasa assisted by the deputy head of the madrasa in accordance with the field and formed a special team that assumed responsibility for the program being carried out to evaluate in the field indications of any obstacles found after that grouping them by section each and look for a solution.