Multi-Institutional Collaboration in Human Resource Development at Madrasah Ibtidaiyah Negeri (MIN) 3 Deli Serdang
Bibliographic record
Abstract
This article discusses improving the quality of education through multi-institutional collaboration with a case study at MIN 3 Deli Serdang. This study aims to analyze and describe HR management in this Islamic educational institution. This research uses a qualitative approach with a case study method. Data were collected through observation, documentation, and structured interviews. The results show that collaboration between madrasahs and the government, as well as the private sector and community, significantly improves the quality of education and human resource development (HRD). This collaboration improves teachers' professional competence and strengthens community trust in madrasahs. The study also highlights the critical role of madrasah principals in HR management, from procurement to educator development. Appropriate task placement and systematic coaching programs, such as regular meetings, training, seminars, and supervision, support the improvement of teachers' professionalism. The madrasah principal also motivates and facilitates teachers' career development and improves their welfare, especially for honorary teachers. This research provides recommendations for Islamic education institutions to strengthen multi-agency collaboration in human resource development. Effective collaboration can create a conducive environment for the growth and capacity development of educators and learners, improve the quality of teaching and learning, and increase the nation's competitiveness at the global level.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".