<![CDATA[Guru mempunyai peran sebagai profesional. Jabatan ini menuntut peningkatan kecakapan dan mutu keguruan secara berkesinambungan. Penelitian ini bertujuan untuk mendeskripsikan implementasi kebijakan sertifikasi guru di Kantor Kementerian Agama Kabupaten Tegal. Selain itu, penelitian ini akan melihat faktor-faktor apakah yang menghambat implementasi kebijakan sertifikasi guru, serta implementasi kebijakan sertifikasi guru terhadap peningkatan kinerja guru di Kantor Kementerian Agama Kabupatan Tegal. Penelitian ini menggunaka metode deskriptif kualitatif. Teknik analisis data menggunaka model interaktif. Hasil penelitian menunjukkan bahwa implementasi kebijakan sertifikasi guru di Kantor Kementerian Agama Kabupaten Tegal berjalan dengan baik. Berdasarkan model implementasi kebijakan Edward III yang terdiri atas empat variabel yakni komunikasi, sumber daya, disposisi, dan struktur birokrasi, maka hanya sumber daya pada dimensi staf pengelola belum mampu menjabarkan petunjuk kepala seksi dan struktur birokrasi pada dimensi kecepatan dan ketepatan pengiriman berkas yang masih perlu ditingkatkan. Faktor penghambat implementasi kebijakan sertifikasi guru di Kantor Kementerian Agama Kabupaten Tegal adalah kecenderungan staf pengelola menunggu perintah dan kurang inisiatif. Melalui program peningkatan kualitas kinerja guru tersebut terutama terhadap program sertifikasi guru, guru mampu meningkatkan terhadap penguasaan kompetensi sebagai agen pembelajaran meliputi kompetensi pedagogik, kompetensi kepribadian, kompetensi sosial, dan kompetensi professional, semua itu akan berdampak pada perbaikan kinerja guru. Kata Kunci: kebijakan pemerintah, sertifikasi guru, kinerja guru Abstract Teachers have a role as professionals. This position demands the continuous improvement of skills and quality of teacher training. This research aims to describe the implementation of teacher certification policy in the Religious Affairs Office of the District Tegal. In addition, this study will look at what factors hinder the implementation of teacher certification policies, as well as the implementation of teacher certification policies towards improving teacher performance at the Religious Affairs Office of the District Tegal. This study uses qualitative descriptive methods. Data analysis techniques use interactive models. The results showed that the implementation of the teacher certification policy in the Religious Affairs Office of the District Tegal runned well. Based on the Edward III policy implementation model consisting of four variables, namely communication, resources, disposition, and bureaucratic structure, only resources in the managing staff dimension have not been able to describe the instructions of the head of the section and bureaucratic structure on the dimensions of speed and accuracy of file delivery that still need to be improved. The inhibiting factor in the implementation of teacher certification policies in the Religious Affairs Office of the District Tegal is the tendency of managing staff to wait for orders and lack initiative. Through the teacher performance improvement program, especially against teacher certification programs, teachers are expected to be able to improve the mastery of competence as a learning agent including pedagogical competence, personality competence, social competence, and professional competence, all of which will have an impact on improving teacher performance.]]>
