Analisis Kesejahteraan Penyuluh Kepercayaan sebagai Tenaga Pendidik Pendidikan Kepercayaan di Kabupaten Banjarnegara

Andriyanto Andriyanto; Andhika Nanda Perdhana

doi:10.59698/afeksi.v7i6.1117

Authors

Andriyanto Andriyanto Universitas 17 Agustus 1945 Semarang, Indonesia
Andhika Nanda Perdhana Universitas 17 Agustus 1945 Semarang, Indonesia

DOI:

https://doi.org/10.59698/afeksi.v7i6.1117

Keywords:

Kesejahteraan Pendidik, Penyuluh Kepercayaan, Pendidikan Kepercayaan, Pengakuan Kelembagaan, Banjarnegara

Abstract

Penelitian ini bertujuan menganalisis kondisi kesejahteraan Penyuluh Kepercayaan, faktor-faktor yang berkaitan dengan kesejahteraan tersebut, serta implikasinya terhadap pelaksanaan pembelajaran Pendidikan Kepercayaan terhadap Tuhan Yang Maha Esa dan Budi Pekerti di Kabupaten Banjarnegara. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus yang dilaksanakan pada 2026. Informan utama terdiri atas dua Penyuluh Kepercayaan yang aktif mengajar pada satuan pendidikan formal, dengan dua kepala sekolah sebagai informan pendukung. Data dikumpulkan melalui wawancara semi terstruktur, observasi, dan dokumentasi, kemudian dianalisis melalui kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Kredibilitas temuan diperiksa melalui triangulasi teknik dan perbandingan informasi dengan kepala sekolah. Hasil penelitian menunjukkan keterbatasan honorarium, kepastian status kerja, pengakuan kelembagaan, sarana pembelajaran, dan pengembangan profesional. Regulasi dan pengakuan kelembagaan merupakan tema yang paling menonjol dalam wawancara, diikuti dukungan sarana dan pengembangan profesional, dukungan sekolah, serta faktor ekonomi. Kedua penyuluh tetap mengajar, menyiapkan bahan ajar, mengikuti pelatihan, dan mendampingi peserta didik meskipun sebagian kebutuhan operasional ditanggung secara pribadi. Keterbatasan kesejahteraan berkaitan dengan pembagian waktu dan energi, ruang pengembangan pembelajaran, serta pemerataan dan keberlanjutan layanan. Temuan memperlihatkan kesenjangan antara pengakuan fungsional terhadap tugas mengajar dan dukungan kelembagaan terhadap pelaksananya. Penguatan kesejahteraan memerlukan kejelasan kedudukan, dukungan ekonomi dan operasional, penyediaan sarana, serta pembinaan profesional yang terkoordinasi.

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