Teachers have a very important role in education. Teachers are professionals with the main task of educating, teaching, guiding, directing, training, assessing and evaluating students to produce quality human resources (Human Resources) in the future the quality of education, therefore the teacher as one of the human resources in madrasas, it is necessary to take action in the form of improving the quality of teachers, with the development of science and technology so fast, giving an impact on changes in the education sector as well, so teachers should follow and adapt to the changing times. In Law Number 20 of 2003 concerning the National Education System which was further strengthened by the issuance of the Regulation of the Minister of State for Empowerment of State Apparatus and Bureaucratic Reform Number 16 of 2009 concerning Functional Positions of Teachers and their Credit Scores, it is stated that one of the duties of teachers is to carry out.

In order to implement this policy in order to realize the mandate of the 1945 Constitution that every Indonesian citizen has the right to obtain a proper education, the government through the Ministry of Religion organizes a continuing professional development program for teachers. Religion taking into account that in order to improve teacher competence and performance, it is necessary to carry out a continuous professional development program for teachers, further elaborating it in the Regulation of the Minister of Religion of the Republic of Indonesia Number 38 of 2018 concerning Teacher Continuing Professional Development Article 2 states that Teacher PKB aims to improve knowledge, skills and professional attitude of teachers in carrying out their duties as educators, furthermore in article 3 it is explained that teacher CLA is carried out on: a. PNS teachers on duty in education units organized by the Ministry; b. religious education civil servant teachers who work in education units organized by regional governments and other ministries; c. ministerial civil servant teachers who work in education units organized by the community; d. non-PNS teachers who work in education units organized by the ministry; e. non-PNS teachers who are assigned to the education unit in the guidance of the ministry organized by the community; and f. teachers who are not civil servants for religious education who work in education units organized by local governments, other ministries and those organized by the community.

This program is a way to improve the quality of education services in madrasas in order to improve the quality of education, namely by facilitating teachers to achieve predetermined competency standards, facilitating teachers to update competencies so that they are in line with the demands of the times and motivating teachers to have a commitment in carrying out their main tasks. and its function is to professionally raise the image, dignity and worth of the teaching profession, namely through the continuous professional development program (PPKB). one of them is through the KKG, MGMP, MGBK teacher working groups as a learning community, which is a meeting place for subject teachers, besides that it is also a means of gathering and as an organization that accommodates various ideas from teachers and also as a means of accommodating various problems faced by teachers at school. respective madrasas.

In order to build good governance in organizing more effective and efficient organizations, the Ministry of Religion has arranged a system for compiling evaluation reports on the implementation of the PKB program and budget which has been regulated in the Decree of the Director General of Islamic Education Number 6673 of 2019 concerning Technical Guidelines for the Implementation of Sustainable Professional Development for Madrasah Teachers. Since the issuance of PMA 38 of 2018, PKB for madrasa teachers through their working groups in the city of Cilegon has never been carried out an academic evaluation to see the effectiveness and efficiency of the teacher PKB program. In the preliminary research, several problems were found in the PKB program that were not in accordance with education management. The form of PKB includes elements of self-development, scientific publications and innovative works.

Using the results of observations and preliminary research that presents facts about Sustainable Professional Development through the working group of madrasa teachers in the city of Cilegon, Banten, the researchers conducted a preliminary survey of 30 civil servant and non-civil servant teachers from 3 levels of working group of public madrasah teachers and 3 levels of private madrasah at the beginning In November 2020, the teacher in question filled out a questionnaire on sustainable professional development and the results that emerged showed that during the PKB program, several sub-components of the teacher continuous professional development program were found. Through the madrasa teacher working group in Cilegon the following problems were found:

• Twenty-one (65%) of the 30 teachers stated that they did not understand how to establish an MGMP

• Eighteen (60%) of the 30 teachers stated that their MGMP did not yet have a vision, mission and goals. While the vision and mission they use is the vision and mission of the Ministry of Religion

• Seventeen (58%) of the 30 teachers stated that they did not have adequate facilities and infrastructure, including secretariat, practice tools, Infocus, etc

• Sixteen (55%) out of 30 stated that the recruitment of facilitators from teachers had not been carried out according to the needs, competencies and criteria proposed by the Ministry of Religion of the Republic of Indonesia

• Fifteen people (51%) out of 30 stated that they did not know the outcome of the results of the PKB activities they participated in

Based on the facts and the results of the preliminary survey, it is necessary to have an academic evaluation to find out the problems of PKB management for the working group of madrasa teachers in the city of Cilegon, Banten. This is very important to do because management is a process in achieving goals. According to Sri Setyaningsih, [1] Management is the coordination and integration of all existing sources through the process of planning, organizing, directing and supervising in achieving the planned goals. Besides that, MGMP is a working group formed as learning the most effective community because of the proximity of the location and the similarities in the vision and mission of its members. The aim of this research is that this research is the first academic evaluation of the program which aims to find efforts to increase the effectiveness and efficiency of the implementation of the PKB program for teachers working groups of madrasah teachers in the city of Cilegon in achieve its goal, namely to improve the knowledge, skills and professional attitudes of teachers in carrying out their duties as educators and the results of this research are in the form of recommendations and suggestions that can be taken into consideration in improving the implementation of management in the implementation of PKB in the future.

The PKB program research through the Madrasah teacher working group took the object of the teacher working group within the Ministry of Religion of Cilegon City.

This research activity is carried out within 12 months, starting from November 2020 to November 2021. Research activities are arranged in a continuous work plan from the preparation, implementation, data collection, interviews or interviews, data analysis, preparation of research results, to the seminar or exam stage. closed research results. The research subjects in this study were teachers in the working group of madrasa teachers throughout Cilegon City. The research approach used in this dissertation study was a qualitative approach (qualitative research), where the qualitative approach according to Mc Millan JH. & Schumaceher as quoted by Sukmadinata [2] that the qualitative approach is expected to describe and reveal (to describe and explore) as well as describe and explain. (to describe and explain) According to [3] qualitative methods are used to understand complex social interactions. The evaluation model used in this study is the CIPP evaluation model. Includes 1. context component (formulation of objectives, targets and sustainable professional development programs 2. Inputs (program activity plans, procedures and mechanisms, organizational structure, monitoring and control, support for human resources and infrastructure and budget 3. Process (Program implementation). While the fourth product (Achievements and benefits of program implementation) Thus, qualitative research methods always require a researcher to always use research tools in various forms: observation, interviews, documentation, direct observation.

Context Evaluation Results

At this context stage, an evaluation of the legal basis, needs assessment, program objectives and targeting of a sustainable professional development program is carried out through the working group of Madrasah teachers in the city of Cilegon to relevant respondents.

From the Table 1 results of the documentation, the researcher can conclude that all documents for the implementation of the PKB program are complete as the basis for the implementation of the program so that the program has an adequate basis and background.

From the Table 2 results of interviews, the researcher concluded that all parties involved in the  implementation 

Table 1: Recapitulation of Context Component Documentation Results

Table 2: Context Component Interview Results Recapitulation

of PKB understand and are ready to implement the legal basis and background for the implementation of this program well and state that this program is very ready to be implemented in the teacher working group.

Input Evaluation Results

The PKB Program activity planning through the teacher working group The Madrasah teacher working group in Cilegon City is detailed and relevant based on the input and needs of local teachers (bottom upline). Activity planning has also been prepared based on references from the Ministry of Religion and other madrasa leaders so that it can be achieved according to a mutual agreement.

From the overall results of the evaluation of the input components, the researcher can conclude that the Continuous Professional Development (PKB) program has fulfilled the necessary elements to support the complete implementation of the program, the implementation of PKB can be carried out by the government, local governments, education providers, teacher work forums, professional associations/organizations, related institutions or organizations, but need to be considered for future improvements in several curriculum sub-components and the number of facilitators. As it is known that input evaluation is an evaluation that is mostly aimed at supporting capacity, both human resources and other resources in the success of the program to be implemented.

Context Component Evaluation Aspect

Evaluation of the context component consists of Legal Basis, Need assessment, Program Objectives and targets. As a legal basis, the issuance of a sustainable Professional Development (PKB) program policy is certainly the main reference for managers and policy makers to create a mechanism for how the program can be run properly and achieve its goals. What is very important about the sustainable professional development program (PKB) is that there is a separation between policy makers, in this case the Ministry of Religion and policy implementers, namely the working group of teachers and also teachers who are under the Ministry of Religion.

The sustainable Professional Development Program (PKB) from the juridical side is very good to be a superior program. In evaluating the context component, what really matters lies in how well the program is planned. In strategic management, it is known as strategic planning. Fred R. David explains that [4] “Strategic management can be defined as the art and science of formulating, implementing and evaluating cross-functional decisions that enable an organization to achieve its objectives.” the strategic management process consists of three stages, namely, formulating strategies, implementing strategies and evaluating strategies and Dan Jabar [5] in discussing context evaluation wrote that: “needs analysis as a formal process to determine the distance or gap between the output and the real impact with the output with the desired impact, then locates this series of gaps. According to Tyler, quoted by [6] program evaluation is a process to find out whether the program objectives have been realized. Continuous Professional Development through work groups a teacher has the power to carry out a need assessment, determine the objectives of the PKB program activities to be carried out and determine the targets that will be the subject of the PKB program.

Aspects of Evaluation of Input Components

The evaluation of the Input Components will look at the initial ability or initial condition of the resources owned by the Ministry of Religion institutions in implementing the PKB program, including the Organizational Structure, Program Plans, Activity Strategies, Curriculum, Facilitators, Resource Persons, Organizers, Participants, Facilities and Infrastructure, Mechanisms, Monitoring and Budgeting, Evaluation of input components to answer the question: How should it be done? Existing resources must be managed effectively and efficiently considering that their availability is very limited and their procurement requires a long administrative time. Human Resource Management according to Dessler [7] is the process of obtaining, training, appraising and compensating employees, paying attention to their working relationships, health, safety and justice issues. According to Bohlander [8] Human Resource Management is a science that studies how to empower employees in companies, create jobs, work groups, develop employees who have the ability to identify an approach to be able to develop employee performance and reward them for their efforts. in work.

One of the strengths of this PKB program is that the preparation of facilitators, resource persons, organizers, participants, etc. as part of the input aspect has been well prepared. research on the implementation of public programs aims to increase the effectiveness of public programs, in order to optimize the organizational structure and is expected to help decision makers to overcome very complex problems in the world of education.

Process Component Evaluation Aspect

Evaluation of Process Components to answer the question: is the program being implemented?

At the process evaluation stage, monitoring is also carried out on how the implementation of a program is going: regarding the implementation of PKB, Learning Implementation, ME and QA implementation, program implementation reports and the implementation process, at this stage it is ensured to carry out auditing actions to ensure that the program implementation process runs according to various forms. the rules that already exist (standard), follow the guidelines that should be and the treatment is adjusted to certain ethics. At this evaluation stage, identification of deviations from the planned activity procedure or program implementation is also carried out. Monitoring produces information that helps explain how policies will affect and why there is a mismatch between planning and implementation [9].

Product Component Evaluation Aspect

This stage generally tests a product produced by a plan that has been implemented in program implementation activities. At this product evaluation stage, researchers measure the possibilities of good and bad results or outputs of a Public Program program and try to identify desired or unwanted product results.

Abidin [10] this evaluation activity aims to assist further decisions. The question you must answer is what results have been achieved and what has been done after the program runs Product evaluation is the final stage, serves to assist the person in charge of the program in making decisions. In the analysis of these results, a comparison is needed between the goals set in the design and the program results achieved. Basically questioning whether the targets to be achieved in a program have been achieved. According to Suharsimi Arikunto and Cepi Safruddin Abdul Jabar stated that Product Evaluation is directed at things that show changes that occur in raw inputs. Product evaluation is the final stage of a series of program evaluations. Product evaluation is an evaluation that aims to measure, interpret and assess program achievements Stufflebeam and Shienfield [11].

The formulation of policies as guidelines for implementing activities has been fully designed in accordance with the characteristics and conditions of need, need assessment in the context of formulating the achievement of goals is completely based on the results of the evaluation of previous teacher PKB activities considering that teacher PKB activities are massively carried out every year. Likewise, in formulating the achievement of PKB goals, teachers have not been fully designed according to the characteristics and conditions of real teacher needs. The targeting of teacher PKB activities that have been set long before the implementation of activities is relevant to the needs at the time the program is implemented. The formulation of targeting for PKB program activities through the working group of teachers in Cilegon City also tends to be monotonous and less varied from year to year.

This study concludes based on the objective conditions   mentioned  above,  from the evaluation of the context components are: In formulating the achievement of the PKB program objectives it can still be maintained, but it is necessary to carry out a needs assessment analysis for the achievement of goals based on the results of the AKG and PKG, Formulation of setting targets for the PKB program for teachers also can still be maintained but it is necessary to consider the time span of its implementation, where in one year a maximum of 36 JP is allowed for self-development, this will limit the teacher's development, as well as the formulation of targeting activities that are more tailored to the needs of teachers and are sustainable. The formulation of policies for the implementation of the teacher PKB program can also be maintained, but needs to be adjusted to the needs, as well as sustainability.

Based on the objective conditions above, the decisions that can be made are: In the formulation of the achievement of the PKB program objectives through the working group of teachers it can still be maintained, the formulation of the targeting of the PKB program through the working group of teachers can also be maintained. Formulation of policies for implementing the PKB program through the working group of teachers also can still be maintained but needs to be adjusted to the needs, as well as the sustainability of the program.

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