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Comparative Study on Teacher Training Education Policy and Practices in Qur’anic Schools: Case of Semi-Urban Rural and Remote Rural Settings in Banjarnegara Regency

Wiji Astuti, Tatsuya Kusakabe


This paper aims at describing the recent status of teacher training education policy and practices in 12 purposely selected Qur’anic Schools in 4 villages, which belong to Banjarnegara Regency in Central Java Province in Indonesia. The data was obtained through a field survey by using questionnaire instrument and open-ended interview to 12 school principals and 20 teachers of the Qur’anic schools. Teachers’ status degree at semi-urban rural area is more educated while the teachers at remote rural area are graduates from Qur’anic school who have no teacher’s certificate. In both areas, teachers mainly develop their professional teaching skills by self-learning due to very few in-service teacher trainings. Unlike teachers at formal schools, who are often offered teaching training by educational bureau in regency or province level, teachers at Qur’anic schools almost never receive teaching training. This findings suggest the local government to conduct intensive teacher training program for Quranic schools teachers in order to achieve better Islamic educational services.


Islamic education, teachers training, Qur`anic school, internal comparative analysis

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