CREATIVE STRATEGIES OF ISLAMIC RELIGIOUS EDUCATION’S MANAGEMENT LEARNING IN JUNIOR HIGH SCHOOL POST COVID

Opportunities


INTRODUCTION
need to learn how to foster teamwork, manage stress while teaching, develop as listeners, and create decisions and policies. 6 The first goal of learning management is the realization of an engaging, creative, innovative, and effective learning process. The development of engaged students with talent and intelligence, a noble character, and the ability to position themselves in society, the nation, and the country in accordance with their interests and talents. Third, implement efficient, effective, high-quality, and responsible teaching and learning activities. 7 According to Gagne, who was cited by Saefulloh and Darwis, 8 effective learning employs the following principles: grabbing students' attention, outlining goals for learning, jogging their memories of prior lessons, presenting stimuli, offering direction, boosting performance, offering feedback, evaluating performance, and enhancing delivery and retention.
Online learning, remote learning, and similar terms are also used to describe distance learning. The Covid 19 pandemic has shifted the tradition of face-to-face learning to distance learning. This learning style is adaptable from elementary to tertiary level during the Covid 19 era. Yet, each educational institution implements this learning in a different way depending on the needs and circumstances there. Since the trend of the level of Covid 19 declining in various regions of Indonesia and the world, conditions are gradually becoming more stable. It is necessary to evaluate how distance learning has been implemented in educational institutions over the course of COVID 19 period.
SWOT analysis can be used to create quality improvement and remote learning strategies, according to several research findings. 9 Subsidies for learning support facilities (mobile phones, laptops, quotas) received by teachers and students and access to the home learning portal application from the Ministry of Education and Culture as the Strength aspects. Weaknesses are shown in the decrease in the level of student activity and motivation due to boredom and monotony due to the lack of interaction between students and teachers, 6 Jack Dunham, Developing Effective School Management, Developing Effective School Management (New york: Routledge, 2003) whereas Opportunities are the potential for effective collaboration between teachers, parents, and students. Threats are in the form of many technical obstacles such as internet networks and limited supporting facilities in the form of cellphones, laptops, and health, especially in elementary schools located in rural or disadvantaged areas. 10 Despite several findings at SMK Maarif 9 Kebumen suggests that the school was not fully ready to carry out the online learning process. 11 IRE learning management during the Covid period shows that the role of teachers in processing learning in increasing the effectiveness of the teaching and learning process is crucial. Teachers must be able to manage learning (planning, organizing, implementing, and evaluating) to ensure a good, effective, and efficient teaching and learning process during distance learning. 12 Teachers in the online learning planning stage face the diversity of the economy, intelligence, and domicile of students, while the implementation of learning is mostly through WhatsApp groups. The teachers' obstacle is regarding the practicality of IRE learning; they only use online media leading to the students' difficulty to understand teaching materials. 13

METHOD
This study is a qualitative study with open questionnaires as a data collection technique. This takes into account the condition of Mataram implementing the Community Activity Restriction policy since July 2021. The questionnaire was conducted by sending an openended question questionnaire via google form. 14 This study involved two PAI teachers and 45 students of class VIII and class IX of SMP Negeri 2 Mataram as research samples. The survey link is shared with sample teachers and students. They were asked to fill out the questionnaires during their free time voluntarily. They were given one week to decide on their participation and ask questions about the survey questionnaire. For confidentiality reasons, participants have the option to write their names on the form or not.
Data processing is conducted by analyzing respondents' answers and grouping them into a SWOT matrix. SWOT (Strengths, Weaknesses, Opportunities, Threats) is an analysis and development tool that requires further action. and external factors; Internal factors consisting of strengths and weaknesses are referred to as helpful factors (because they can be controlled), while external factors including opportunities and threats are called harmful factors (factors that cannot be controlled). 15 The results of the analysis require translation and formulation of follow-up strategies.

RESULTS AND DISCUSSION Analisis SWOT Analysis of IRE Learning in SMPN 2 Mataram
Based on data, IRE learning practices are still carried out regardless that the distance learning system has different dynamics from face-to-face learning. Data obtained are recapitulated, identified, and grouped into four aspects, namely: strengths, weaknesses, opportunities, and threats. Following is the Four innovative strategies are discovered based on the SWOT analysis, which identifies internal strengths and weaknesses as well as current external opportunities and threats. These strategies can be used to manage IRE learning at SMPN 2 Mataram. As part of the management of IRE's remote learning, these solutions implicitly incorporate planning, organizing, actuating, and controlling components.

Strenghts Opportunities (SO) Strategy
In order to improve the quality of IRE distance learning, the first strategy combines the students and teachers abilities and chances provided by parents, schools, and the government. The following actions could be taken: First, the teacher intensifies his or her efforts to motivate the students. Learning behavior is significantly influenced by motivation, an essential component of learning (Brophy, 2), commonly referred as the learning engine. 16 Student motivation has been impacted by the use of a distance learning application. Students' motivation with the distance learning model during the Covid-19 period was only 11% in the very high category and 24% in the poor category, according to research at five junior high schools in Bukittinggi. 17 The inner motivation that drives student learning is the greater motivation. 18 Consequently, applying this initial phase as a component of PJJ PAI learning planning is quite pertinent. Second, the teacher modifies how the distance learning platform is used based on the circumstances and needs of the students. All parties were compelled to adapt as a result of changes in the educational system in order to carry on with teaching and learning activities. The ability to use and select online learning systems is a requirement for teachers. 19 Currently, students must navigate a variety of digital learning applications. Various conference tools, including Zoom Cloud Meeting, Google Meet, Cisco WebEx, and Mikogo, are used to facilitate learning. Further to textbooks, modules, and online learning resources, students also get access to audio and video lessons. 20 The factors that the teacher takes into account when deciding on the best platform include the conditions of students with different learning preferences, the opportunity to purchase quotas, and internet networks. In order to avoid burdening pupils and fostering boredom in the classroom, teachers might alter how they use platforms. 21 This step falls under the heading of organizing learning.
Third, the teacher works with schools to arrange for pupils who lack the resources to access IT rooms. A computer lab, multimedia area, and appropriate internet network are available at SMPN 2 Mataram. Students who don't have internet-connected computers or other devices for online study at home can use this. Fourth, the teacher gives students access to website URLs or download links for acceptable and secure learning tools. Students might study from the extensive reading or YouTube information pertaining to readily available religious sources. Teachers must, however, instruct students to download only what they need and to use references wisely. In order to prevent students from becoming stuck in extreme or radical understandings, teachers should supply the correct website address or link.
Fifth, the teacher copies content that contains information that is challenging for students to understand. This fifth step is an alternative that teachers have in addition to the fourth phase. As a result, the teachers can go into greater detail on the subject's contents in the lesson, and students can view it again if they don't understand. Teachers can easily respond to comments or queries from students in the chat column without being constrained by class time. The third, fourth and fifth steps are part of the actuating learning strategy.
Sixth, the teacher sets the right priorities and schedule for home visits. Regularly scheduled home visitations underscore the importance of giving students without full online learning access precedence. Just 20% of children at West Lombok Elementary School have proper access to online learning, according to reality; the other 80% are still subject to restrictions. Home visits, which involve going to kids' homes in prearranged groups in turns over the course of 25 to 30 minutes, being an alternative option. 22 This kind of experience can be utilized to monitor and evaluate PAI learning. For groups of students who are still having trouble learning, the teacher sets up a longer, more intensive program. The controlling component of IRE learning management is included in this final stage.

Weaknesses Opportunities (WO) Stategy.
The WO technique can be used to minimize internal factors in the management of IRE distance learning, where the opportunities provided by parents, the school, and the government are compared to the flaws detected in both students and teachers. Students' weaknesses include a lack of strong motivation, a lack of time to ask questions, trouble comprehending material such as Tajwid, Arabic texts, and Islamic History, a lack of application skills, and a restricted number of gadgets. The teacher is the source of the restrictions, which also include the numerous assignments that are provided, the lack of time for explanations, and the inability to apply emotional learning intensely.
Based on the SWOT analysis, a number of approaches can be used to overcome this, including: As part of the preparation process, parents must first motivate their children to study IRE. The principal raises the number of operators in Step Two to manage students who have IT issues as part of the organization of distant learning. Similar to Step 3, schools increase the number of devices for online learning, and similar to Step 4, they boost bandwidth to make the school network more dependable. The distance learning organizing strategy for improved implementation includes these three points. intense emotional learning.
In the meantime, in the fifth phase, schools set up additional hours or tuition for students who struggle with learning Tajwid, comprehension, and writing abilities for Arabic texts, as well as Islamic history. This procedure turns into a component of IRE learning management's implementation. The sixth stage, which states that the government rewards teachers for their creativity and innovation during online learning, contains an implied reference to the control part. This can enhance a teacher's ability to implement IRE learning in any circumstance.

Strenghts Threats (ST) Strategy
To overcome problems that come from outside, internal variables can be used to their fullest potential. The ST strategy, which supports the administration of IRE learning in junior high schools, is based on synchronizing these strengths with obstacles. The fact of parents' inadequate ability to understand children's subject matter poses the biggest barrier. This typically happens in many places, including cities. As observed in the Serang city context, parents worry about the distance learning model because they are perplexed and concerned since they are unable to understand the subject matter their children are studying and even operate technology. 23 Similar results were also found in China, when 3275 parents of students were polled, and 92.7% of them claimed that online learning was worse for kids' eye health and dependence on parents. According to them, traditional learning is significantly superior to distance learning, and parents who are not knowledgeable about the subject cannot accompany their children to learn in the best way. 24 Additional difficulties (threats) that come up in PJJ have to do with the accessibility of online learning resources and poor internet connections. This tendency is widespread throughout the world's emerging nations and not just in Indonesia. Some teachers and staff (educational workers) are not conversant with the applied distant learning technology and platforms. Thus, developing nations should upgrade their infrastructure for online education, distant learning, and virtual classrooms. 25 Internet access and cost constraints are also experienced by students in Vietnam 26 and Ghana 27 .
The next difficulty was the unexpected power outage during the class. This particular challenge is only one of several that can be found throughout Indonesia in 23  both urban and rural settings. Students in Iraq and other underdeveloped nations often complain about the poor quality of the electricity. 28 Because the internet network is frequently down or otherwise disrupted, learning is hampered.
The ST strategy is the next approach that can be used to deal with these problems in light of these discoveries. The formulations that can be taken as part of this ST technique are as follows: first, the teacher allows time for some restricted one-on-one instruction for students who do not receive learning support from their parents at home. Second, the teacher encourages students who clearly need extra help to study in class. The reason for this is that PPKM is not as rigorous as it was at the beginning of Covid-19 in 2020. Midway through 2021, a decline in the city of Mataram's level was visible. As a result, schools have implemented highly tight health measures and opened very few classrooms. Third, the teacher rewards students who work hard and turn in their assignments on time with additional quotas. This needs to be done to boost student enthusiasm and show students how much teachers are appreciated. Fourth, the teacher scales back how frequently she assigns homework to the class. Students become discouraged and uninterested in taking part in distant learning due to the numerous assignments that each teacher gives them. Fifth, teachers intensify their monitoring of students' academic development while working more closely with parents.
The planning component of this strategy entails the addition of face-to-face instruction by IRE teachers at school for students whose parents are unable to assist them in their studies at home. The strong coordination of collaboration between teachers, schools, and parents in assisting children who are bound by IT constraints and quotas in supporting learning is what makes this technique for implementing IRE learning successful. Reducing the number of tasks IRE teachers provide students and working with parents to track their children's educational development are examples of control management elements present in this startegy.

Weaknesses Threats (WT) Strategy
The table's listing of weaknesses from the research findings can be contrasted with difficulties presented by students and teachers on the outside. So, in an effort to discover a solution to overcome difficulties, these two aspects are compromised. So, it is formed into a single strategy in this work, namely the WT strategy.
The seven steps in this strategy are as follows: first, parents invite qualified teachers to their home to provide tutoring in subjects that are challenging for their kids to grasp. Second, when their kids face learning challenges, parents and teachers have better communication. Third, due to quota restrictions, inconsistent signals at home, or a lack of learning tools, parents occasionally permit their kids to attend school to study IRE face-to-face. At SMPN Kepanjen, there are also quota-related learning issues, and the school's limited offline learning is the solution. 29 Fourth, the school offers generators and sends letters to the National Electricity Company (PLN) asking them not to switch off the electricity while students are in class. Fifth, Fifth, the family maintains the conduciveness of the house while distance learning takes place. Sixth, parents set an example for their children and teach them how to behave well in accordance with religious teachings. Seventh, parents and teachers consult often to track how children's opinions are changing.
These processes include planning, organizing, implementing, and controlling elements of learning management. The lesson plan includes the first and second steps. Parents are willing to hire specialists to aid in their childrens' education, and they constantly keep the IRE teachers informed of any issues with their childrens. The organizational aspect of learning is reflected in the third step, namely parents allowing children to go to school when there are signal problems and limited facilities at home. The school has functioned the multimedia room as a study room when online learning is implemented. Likewise, the school's steps in providing generators and reporting to the National Electric Company are basically included in the organizational aspects of learning. This step is in anticipation if there are problems related to electricity.
In the meantime, parents assist teachers in teaching parts of attitude by setting an example for their children and training them to behave well in accordance with religion teachings. Another stage is that the family makes sure the home is welcoming during distant learning. While the component of control is in the interaction between parents and teachers in observing how children's attitudes are developing.
These creative strategy steps are consistent with recommendations made by Tadesse and Muluye who based their findings on fieldwork in developing nations. The two contend that the government should develop a plan for utilizing free internet and educational technology. Institutions of higher learning create curricula and post-Covid teaching-learning methodologies. The school came up with a plan to bring students back in class when the schools reopened and to make up for the learning that was lost during the Covid era.

CONCLUSION
SMPN 2 Mataram performed well in terms of IRE learning throughout the Covid 19 period. The responses to the survey findings, which were made available via the Google form, show this. The strengths and opportunities parts of the SWOT analysis can be used to determine the success of IRE learning. Teachers and students play a key role in this school's success in managing IRE learning. The instructor engages students strongly, responds to their inquiries immediately, provides web sites and links that are pertinent to the subject matter, launches a YouTube channel, and makes house calls. While the majority of students' propensity for using a variety of learning tools, their capacity to grasp concepts rapidly, and their degree of independence demonstrate their strength, Parental, educational, and governmental weaknesses and challenge sare also significant. Yet, strength and opportunity can compromised these factors. Four creative strategies, SO, WO, ST, and WT strategies, can be developed through SWOT analysis to manage post-Covid IRE learning. Each strategy includes elements of learning management, such as planning, organizing, actuating, and controlling. These four original solutions can then be used to solve the issues with learning PAI both during and after Covid.