PERCEPTIONS OF TEACHERS RA AL HIJRAH BADRUL ULUM ON TEACHER CERTIFICATION POLICY IN IMPROVING THE QUALITY OF EDUCATION

This paper aims to analyze teacher perceptions of teacher certification policies in improving the quality of education. The focus of the discussion of this study is how the teacher's perception of RA Al Hijrah Badrul Ulum regarding teacher certification policies in improving the quality of education. This research uses a qualitative approach with a case study method, while the data collection techniques used are participant observation, structured interviews and document analysis (documentation study). The results of this study indicate that the establishment of teacher certification policies helps teachers improve their skills and competencies as professionals, and helps from the welfare aspect that has been complained of by teachers. Even so, there are also bad effects that are commonly displayed by teachers, ranging from teaching only limited to fulfilling mandatory hours, to looking at certification from the aspect of welfare and lifestyle improvement.

basic reason for the government to implement educational institutions at every phase of child development (Sholikhah, et.al., 2019;Pamela, et.al., 2015;Putriani, 2015;Vitasari, 2017). Thus, the child gets assistance in every development correctly and positively.
Adult age is a phase of maturity in the development of each individual. To achieve this, optimal fulfillment is needed for child development at an early age.
Optimal development in this phase is what drives children to survive in the next age phase (Notosrijoedono, 2016).
Efforts to deliver children to maximum achievement in every growth and development, professional educators are needed. This is based on the teacher's very large role and contribution in the learning process (Lailatussaadah, 2015). This is a problem that is still rooted in Indonesia, which is related to the professionalism and competence of teachers (Supandi, et.al., 2020;Alawiyah, 2013;Muspiroh, 2015).
When parsed, teachers have not yet reached the stage of professionalism as educators, not in the administrative and academic realms, but in the welfare aspect.
This opinion is viewed from the qualifications that are actually owned by a teacher with an S-1 certificate, but are constrained from the economic aspect or the welfare of life. (Wahyudin, 2020;Suryadi, 2016). Referring to Law Number

of 2005 concerning Teachers and
Lecturers, the government is obliged to facilitate the improvement of the competence and professionalism of educators (teachers and lecturers), as well as the right to welfare and dignity of the teaching profession. (Apriliani & Susilawati, 2018). This is what is expected as a policy that strengthens the motivation and "call" of educators in the intellectual life of the nation (Meiza, 2017;Nurochim & Ngaisah, 2020;Qona'ah, 2020;Oktaviani & Yulianto, 2015).
Through the certification policy, teachers are at the forefront of the learning process, obtaining welfare and living standards (Damrus, 2018;Asiatina, 2011;Gazali, 2013). The next homework (task) is related to improving the quality of certification teachers through training programs and skills improvement (Leonard, 2016;Basri, 2018). Because, this is the main goal of the teacher certification policy, namely improving the quality or quality of teachers (Mansir, 2020;Muhson, 2004;Sari, 2012 improving teacher welfare (Zulkifli, et.al., 2014), implementation of teacher certification policies (Arifin, 2019; Rahmayanti, 2015), improving the quality of teachers (Permana, 2017), teacher professionalism (Latiana, 2019), the ability of certified teachers in teaching (Nasution, 2010), the motivation of certification teachers at work (Wardana, 2013), and the impact of teacher certification policies (Abubakar, 2015;Khodijah, 2013

C. DISCUSSION RESULT
Teachers have an important role in the success of the process and student learning outcomes (Gazali, 2013). This is because various learning components are integrated in the process, which is driven by the teacher ( The government, through a teacher certification policy, appreciates teachers for their teaching performance so far. In addition, teachers are also expected to give the best dedication to improving the quality of education (Suraji, 2012).