Strategy for Improving the Competency of Islamic Religious Education Teachers Through a Continuous Professional Development Program
Abstract
This study aims to identify and analyze effective strategies for improving the competency of Islamic Religious Education (PAI) teachers through a continuous professional development program. PAI teacher competency is crucial in shaping the character and religious values of students. However, there are still challenges in implementing appropriate programs to improve these competencies, especially in an era of rapid change and the needs of 21st- century education. This study used a qualitative approach with a case study method in several secondary schools that have implemented professional development programs. Data were collected through in-depth interviews, observation, and documentation, which were then analyzed thematically. The results showed that effective competency development strategies encompass several key aspects, namely: technology-based training, collaboration between teachers, coaching through academic supervision, and providing constructive feedback. In addition, the involvement of school principals and education supervisors plays a significant role in creating an environment that supports continuous learning for PAI teachers. A planned and structured continuous professional development program can improve PAI teachers' understanding of innovative learning methods and their ability to face challenges in the classroom. The conclusion of this study emphasizes the importance of implementing systematic and sustainable strategies to improve PAI teacher competency in order to achieve better educational goals.
References
Alfianti, L. (2021). The Effect of Islamic Religious Education Teacher Training Programs on Teaching Performance in Schools. Journal of Islamic Religious Education, 22 (4), 157-170.
Azzahra, F. (2020). The Influence of the Continuous Professional Development Program on Improving the Competence of Islamic Religious Education Teachers in Elementary Schools. Journal of Islamic Religious Education, 17 (1), 123-135.
Creswell, J. W., & Clark, V. L. P. (2018). Designing and Conducting Mixed Methods Research. SAGE Publications.
Eriyanto, A. (2020). Evaluation Model for Professional Development of Islamic Religious Education Teachers in Indonesia. Journal of Educational Evaluation, 8 (4), 72-85.
Guskey, T. R. (2002). Professional Development and Teacher Change. Teachers and Teaching, 8 (3), 381-391.
Hammond, L. (2017). Teacher Education around the World: Changing Policies and Practices.Routledge.
Hasan, S. (2020). The Influence of Professional Development Programs on the Motivation of Islamic Religious Education Teachers. Journal of Educational Management, 18 (1), 55-67.
Hidayati, S. (2020). Evaluation of Islamic Religious Education Teacher Professional Development in Junior High Schools. Journal of Islamic Religious Education, 15 (3), 220-233.
Huda, M. (2021). Professional Development of Islamic Religious Education Teachers Based on Learning Communities. Journal of Islamic Religious Education, 26 (3), 134-146.
Irwan, F. (2021). Developing Islamic Religious Education Teacher Competencies through Continuous Training in Islamic Schools. Journal of Islamic Religious Education, 14 (1), 98-110.
Jannah, A. S. (2021). Collaboration in the Continuing Professional Development of Islamic Religious Education Teachers in Indonesia. Journal of Education and Teaching, 28 (1), 102-115.
Ministry of Education and Culture of the Republic of Indonesia. (2015). Regulation of the Minister of Education and Culture Number 28 of 2015 concerning the Improvement of Teacher Professionalism.
Kurniawan, D. (2021). Improving Islamic Education Teacher Competence Through Continuous Training. Journal of Education, 19 (2), 84-97.
Lestari, I. (2018). Implementation of the Islamic Education Teachers' Continuous Professional Development Program in Improving Teaching Competence. Journal of Islamic Education, 12 (3), 215-228.
Moleong, LJ (2021). Qualitative Research Methodology. Bandung: Remaja Rosdakarya.
Moore, M. G., & Kearsley, G. (2012). Distance Education: A Systems View of Online Learning. Wadsworth Cengage Learning.
Nasution, H. (2018). Islamic Religious Education Learning Strategies. Jakarta: Raja Grafindo Persada.
Nugroho, E. (2020). Developing Islamic Religious Education Teacher Competencies Through a Certification Program. Journal of Educational Research, 10 (2), 234-245.
Nurhadi, S. (2021). The Role of Continuing Professional Development in Improving Islamic Education Teacher Competence. Journal of Education and Learning, 29 (3), 112-125.
Patton, M. Q. (2015). Qualitative Research & Evaluation Methods: Integrating Theory and Practice. SAGE Publications.
Rahayu, D. (2020). Collaboration between Government and Schools in the Professional Development of Islamic Education Teachers. Journal of Education, 14 (1), 72-84.
Rahman, A. (2019). Strategy for Developing the Professionalism of Islamic Religious Education Teachers in Madrasas. Journal of Education and Culture, 7 (2), 182-195.
Robbins, P., & Alvy, H.B. (2014). The Principal's Companion: Strategies for Making the Job Easier. Corwin Press.
Sari, R. P. (2019). Model of Professional Development of Islamic Religious Education Teachers in the Digital Era. Journal of Islamic Education, 9 (2), 41-56.
Setiawan, R. (2020). Model of Professional Development of Islamic Religious Education Teachers in Madrasas. Journal of Religious Education, 25 (2), 190-205.
Sugiyono. (2022). Educational Research Methods: Quantitative, Qualitative, and R&D Approaches. Bandung: Alfabeta.
Suryani, R. (2018). Utilization of Technology in the Professional Development of Islamic Religious Education Teachers. Journal of Education and Technology, 10 (1), 112-125.
Law of the Republic of Indonesia No. 14 of 2005 concerning Teachers and Lecturers.
Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.
