PAI Teacher’s Role in Optimizing Competency Based Curriculum Implementation

This study explores the collaboration between Islamic Religious Education (PAI) and Counseling Guidance (BK) teachers at SMK Al-Ikhsan Sukanegara in fostering students’ moral development. Employing a qualitative case study method, data were collected through interviews, observations, and documentation. The study reveals that PAI teachers focus on instilling moral and religious values through teaching and exemplary conduct, while BK teachers assist students through counseling services, character development programs, and preventive interventions. The synergy between the two disciplines plays a crucial role in addressing students' behavioral issues and promoting ethical awareness. Despite several obstacles, such as limited human resources, overlapping duties, and time constraints, the collaboration shows promising results due to regular communication, mutual support, and shared goals. The findings indicate that this partnership not only improves students' behavior and discipline but also enhances their spiritual and emotional intelligence. The study recommends strengthening institutional support and professional development to sustain and improve interdisciplinary collaboration in moral education. This model of cooperation between PAI and BK teachers can serve as a reference for other educational institutions aiming to integrate moral and counseling approaches in fostering students’ holistic character development.

This study aims to 1) analyze the pedagogical competence of Islamic Religious Education teachers in the learning process at State Senior High Schools in Rantau Selamat District. 2) analyze the work culture of Islamic Religious Education teachers contributing to the formation of student character at State Senior High Schools in Rantau Selamat District. 3) analyze the supporting and inhibiting factors in the implementation of pedagogical competence and work culture of Islamic Religious Education teachers at State Senior High Schools in Rantau Selamat District. This type of research is field research. The results of the study indicate that 1) the pedagogical competence of Islamic Religious Education (PAI) teachers in the learning process at at State Senior High Schools in Rantau Selamat District, based on the results of the study that Islamic Religious Education (PAI) teachers at State Senior High Schools 1 and State Senior High Schools 2 Rantau Selamat have good and effective pedagogical competence in the learning process. 2) The work culture of Islamic Religious Education (PAI) teachers contributes to the formation of student character at process at State Senior High Schools in Rantau Selamat District, based on the results of research that the work culture of Islamic Religious Education (PAI) teachers at State Senior High Schools 1 and State Senior High Schools 2 Rantau Selamat plays a significant role in the formation of student character. 3) The implementation of pedagogical competence and the work culture of Islamic Religious Education (PAI) teachers at State Senior High Schools 1 and State Senior High Schools 2 Rantau Selamat is influenced by supporting and inhibiting factors. Supporting factors include teacher commitment and professionalism, principal support through academic supervision, a religious school environment, and adequate learning facilities, including digital media and comfortable classrooms

The development of science, technology, and arts, as well as the development and social changes of a community, is so rapid. Thus, the challenge of the future education is not easy. Education is a cultural strategy and is not merely a conscious effort. As an educational institution, High School (SMA) has a very strategic role to restore education to the spirit and identity of Indonesia. The principal has a very important role to play in his/her vision and mission, and the school's organizational culture is an essential component of success in his/her leadership. The organizational culture-based “among” system leadership model is considered appropriate to be implemented by the principal. Therefore, it is necessary to further observe the leadership model and value system that is the organizational culture in the school. In general, this study aimed to describe the organizational culture-based “among” system leadership model in five public and private multicultural high schools, and those which are religiously affiliated in the city of Yogyakarta. The five schools include SMA Negeri 3, Taman Madya Tamansiswa High School, SMA PIRI I (Islam), Christian BOPKRI I High School, and Catholic Marsudi Luhur High School, all of which are in Yogyakarta City. This study employed a qualitative approach with data from the natural background as the source of primary data. This study aims to know and simultaneously describe the leadership model of the organizational culture-based “among” system of the schools in Yogyakarta City. The study was designed as a multi-case study model. To be able to understand the meaning of such events and interactions, theoretical orientation and theoretical perspective with a phenomenological approach were employed. Based on the results of the documentary, observation, and interviews studies, this study shows differences between the five high schools although nuances to Indonesia is in fact still reflected in it. The differences can be interpreted as a diversity that is a reflection of the specificity and typicality of the schools concerned. Besides, it was found that the organizational culture was developed on the basis of local wisdom, nationalism, and Islamic faith. It is these factors that affect the leadership pattern of the principals in the schools. The fact shows that the leadership model implemented in the High Schools in Yogyakarta City dominantly refers to government regulation and or foundation one for the private schools; it also has a multicultural nuance based on the local or religious wisdom or a combination of both. It is implemented with the slogans of silih asih, asuh, and asah which are actually the essence of “among” system leadership model. Islamic schools need to go deeper into the wisdom of Rasulullah Muhammad S.A.W's leadership, known as prophetic leadership, to act as worship, to give priority to ministry, instead of asking to be served. The prominent Christian teaching is the spirit of loving that is based on service which needs a profound interpretation that love is giving rather than asking for services. Therefore, the organizational culture-based among system leadership model of the schools that refers to local, national, and religious wisdom is expected to produce an optimal and sustainable performance.

The study also sought to determine the contribution of students' perceptions about the professionalism of teachers and learning motivation of Islamic religious education to the formation of the Islamic Personality of learners. Together the students' perception of the professionalism of teachers and learning motivation of Islamic religious education related to the establishment of the Islamic Personality. Results of multivariate analysis with multiple regression which has a dominant role and significantly associated with the formation of the Islamic personality, that students' perceptions about the professionalism of teachers and learning motivation of Islamic religious education. Party authorities and teachers are expected to pay attention to these factors either the professionalism of teachers and learning motivation of Islamic religious education, so as to support the achievement of the formation of Islam with a good personality. The results could be implicated to learners in particular to improve the professionalism of teachers and learning motivation of Islamic religious education in order to overcome the obstacles in penguasaaan science of Islamic education in the formation of the Islamic personality.

Abstract: Nidzhamiyah Madrasah is an educational institution founded by Nidzham al-Mulk, a vizier during the time of the Abbasid Daula. The institute was first established in Nishapur. This educational institution was established to stem the Shi'ites. Nizhamiyah madrasah educational institution is one of the forerunners of modern Islamic educational institutions both in terms of curriculum, teaching methods, facilities and infrastructure, administration and financing. The curriculum focuses on the Qur'an, Arabic literature, the history of the Prophet, and numeracy. His teaching system focuses on the Shafi'i school and Ash'ariyyah. However, in the curriculum used there is a proportional balance between religious disciplines (tafseer, hadith, jurisprudence, kalam, and others) and aqliyah disciplines (philosophy, logic, mathematics, medicine, etc.). Keywords: Madrasah Nidzamiyah

The increasing moral decadence among secondary school students—manifested through indiscipline, brawls, bullying, and disrespect for authority—poses a significant challenge for educational institutions. This study aims to explore the strategic role of Islamic Religious Education (IRE) teachers in addressing this moral decline through classroom-based interventions and external collaborations. Employing a qualitative case study approach, data were collected from eight informants, including school leaders, teachers, students, parents, and community figures. Techniques such as observation, interviews, and documentation were used, with data analyzed using the interactive model of Miles, Huberman, and Saldana, encompassing data collection, reduction, presentation, and conclusion drawing. Triangulation of sources and techniques was applied to ensure data validity. The findings reveal that IRE teachers adopt a combination of preventive and corrective strategies, including the imposition of educational sanctions such as reciting toyyibah (e.g., tahlil, istighotsah), performing istighfar writing tasks, and engaging students in school clean-up activities. Character development is fostered through habituation of akhlaqul karimah, such as honesty and mutual assistance. Furthermore, active collaboration with school administrators, counseling staff, parents, and community leaders enhances the effectiveness of these moral interventions. This study contributes to the discourse on character education by highlighting the integrative and community-based approach of IRE teachers in mitigating moral decline among adolescents.

This research regarding the performance of Supervisor in improving the professionalism of Islamic Education teachers in Palu. The main issue discussed was how the performance of the islamic Education supervisor in Palu and their efforts in improving the professionalism of Islamic Education teachers in Palu. This study uses descriptive qualitative approach to collect the data through observation, interviews and documentation and to analysis the data. The results showed that the performance of the Islamic Education Supervisor in Palu in the preparation of supervision program of Prota, Prosem and RKA is successful. The Performance of Islamic Education Supervisor in the implementation of the program is generally managed in accordance with their duties Their duties are to monitor, to inspect, to supervise, to assess and to provide guidance to Islamic Education teachers based on findings during supervision in the form of individual and group coaching. The Supervisor efforts in improving the professionalism of Islamic Education teachers done in two ways: directly and indirectly. Firstly, provide guidance directly based on the problems faced by teachers in schools and secondly, provide guidance indirectly by collaborating with the Ministry of Religious Pendis Palu in improving the quality of teachers through giving training

This paper concludes that the center of Sufi activity in its early emergence is commonly referred to as ribath, zawiyah and khanqah which came to be known as Sufistic educational institutions. While related to the curriculum or material taught and studied in Sufistic educational institutions, both ribathh, zawiyah, and the khanqah, as stated by Trimingham is the material of the Qur'an, the science of interpretation, hadith, fiqh, and principles Sufism. Other material taught in Sufi institutions is legal studies. This is as for example taught in zawiyah ash-Sharia where there is a madrasa for tullab (students who study law. At one time there were about 200 students, 29 of whom were blind). In addition, in ribath taught for example also about reading, writing, religious sciences, and Sufism. In khanqah also taught other materials such as', auditions, poetry, music, and ecstatic dances which are integrated into the worship of Sufis. Meanwhile, the educational process that takes place at these institutions uses the method as is generally used in other classical Islamic educational institutions. The most frequently used methods are methods that are more relevant to the world of Sufism, such as memorization, riyadah / exercises, and sima'an (listening) methods. In khanqah, dialog and conversation methods are also used, where this method is one of the methods which is used in the world of Islamic education. In addition, the halaqah method is another method inherent in the education process in the three institutions.

Funding is one of necessary inputs in education; it is necessary in order to implement all policies and programs to achieve the goals of the school and the quality of education. Madrasah as Islamic education institutions provide a major contribution of education in Indonesia, but not all Islamic school gets adequate education costs from the government. This study aims to determine how education funding of Islamic education in the MI Arrosidiyah Sumberagung Rejotangan Tulungagung. This study used a qualitative approach. The study was conducted through the source data from informants and documents, through data collection techniques such as observation, interviews, and documentation, as well as using data analysis techniques of data reduction, data presentation, and verification. The results showed (1) Budgeting education plan in Madrasah RKAM, needs 2014 budget of 84.22 million rupiahs sourced from the BOS funds 71.92 million rupiahs, BPPDGS, 10.8 million rupiahs, and the public donation of 1.5 million rupiahs. (2) use of budgeting the biggest MI Arrosidiyah used for teacher salaries amounted to 63.60%, next to school facilities by 10.41%, and the smallest funding to increase the competence of teachers by 2.98%. The unit cost 338,870.98 rupiahs while the amount of student unit, cost per hour; 273.85 Rupiahs. (3) Accountable education funding is transparent to the school committee, fundraising and teachers, and to Kementerian Agama Kabupaten Tulungagung.

Lately Islamic School called madrasah as an institution of Islamic education get more attention and public trust in the appeal of public educational institutions, because madrasah will be able to fulfill the needs of science and religion, especially the religion of Islam. This research using “descriptive statistical” methods. This method is used to analyze the data in a way to describe or portray the collected data itself to the population. The Result of this research presented in the form of tables, graphs, pie charts, pictogram, calculation mode, median, mean, calculating deciles, percentiles, calculation of data spread through the calculation of average and standard deviation, percentage calculations. The factors affecting the level of discipline of MI Arrosidiyah teachers is low teacher income, family problems, work environment problem, individual teachers, and work culture. As a follow-up study of quality control is suggested to MI Arrosidiah to Increase teacher salaries, improve harmonization of family, school Enforcement, Improved motivation and Competitive Culture.

Penelitian ini bertujuan untuk mengungkap kebijakan negara-negara Eropa, seperti Belanda, Inggris, Jerman, Prancis, dan Swedia, terhadap sekolah Islam. Fokus kajian mencakup tiga hal yang saling terkait, yaitu kebijakan terhadap pendanaan pendidikan, kurikulum Pendidikan Agama Islam (PAI), dan pemberdayaan guru PAI. Data dari literatur yang relevan dikumpulkan dan dianalisis menggunakan pendekatan analitis-komparatif. Temuan inti kajian ini sebagai betikut. Pertama, berkaitan dengan pendanaan, Belanda dan Swedia mendanai semua sekolah Islam; Inggris dan Prancis hanya mendanai sekolah Islam yang benar-benar mengikuti peraturan pendidikan nasional; dan Jerman mendanai hanya gaji guru PAI. Kedua, untuk kebijakan kurikulum, Jerman dan Inggris memasukkan PAI di sekolah umum; Belanda dan Swedia meyerahkan kurikulum PAI kepada masing-masing sekolah Islam; sedangkan Prancis mengintegrasikan PAI ke dalam matapelajaran lain di sekolah publik. Ketiga, berkaitan dengan guru, Belanda mewajibkan guru PAI mengikuti pelatihan keguruan bersertifikat di universitas; Inggris dan Swedia mewajibkan mereka mengambil kursus ilmu pendidikan setingkat pascasarjana; Prancis mengaruskan mereka mengambil matakuliah yang memuat topik agama; dan Jerman mewajibkan mereka mengambil kuliah teologi Islam.

Pluralist-oriented education in principle has been applied in the modern cottage education system. This education has been included in the formal curriculum system and everyday learning processes. With the existing system, modern Islamic boarding schools have the potential to develop pluralist-oriented education, and deserve to be a successful example of the implementation of pluralist education. Although there are still some aspects that need to be further developed and refined. Darussalam Gontor boarding school is the first modern boarding school in Indonesia. Characteristics of modern boarding schools trying to combine traditionality and modernity of education. Wetonan and sorogan teaching systems were replaced with a classical system (in-class teaching) that was tiered and the integrated curriculum was adopted with certain adjustments. The dichotomy of religion and general science is also eliminated.

This study aims to describe the various administrative burdens faced by Islamic Religious Education teachers and the strategic efforts taken to maintain the effectiveness of the learning process. This study employed a qualitative approach, utilizing a case study method, with five Islamic Religious Education teachers at the elementary school level in Karangpandan District as the research subjects. Data collection was conducted through in-depth interviews, field observations, and documentation reviews over a period of three months. Data were then analyzed through data reduction, data presentation, and conclusion drawing. The research is conceptually grounded in the theories of teacher professionalism and workload management, which provide a framework for understanding how teachers adapt to administrative pressures while maintaining instructional quality. The findings indicate that Islamic Religious Education teachers experience a variety of administrative pressures, including developing teaching materials, completing various administrative systems and performance reports, managing school documents, and carrying out additional administrative tasks. This burden has the potential to divert teachers' attention away from developing creative and innovative learning. Nevertheless, Islamic Religious Education teachers implement adaptive strategies such as efficient time management, utilizing digital technology, collaborating with colleagues, and simplifying administrative activities in accordance with school policies. These adaptive strategies help teachers maintain the quality of their teaching while fulfilling their primary function as educators and character builders of students.

The teacher is the main figure who occupies a position and plays an important role in the world of education. Teachers are not only teachers of science, but also have to supervise to help the growth and development of students. "Teachers, especially Islamic religious education teachers, are expected to be able to have and show good personality traits, such as honest, compassionate, helpful, open, patient and so on, therefore teachers are also expected to be able to instill character in students so that they have good character. glorious. The task of a teacher is not easy, especially for Islamic religious education teachers. In accordance with the background described above. The author is interested in researching the extent of the role of Islamic Religious Education Teachers in instilling character values ​​in students at SDN Pasrujambe 08. This type of research is Field Research, namely research that requires researchers to go to the field to make observations about a phenomenon in a natural setting. The data sources used are primary data sources and secondary data sources. Data collection techniques are interviews, observations and documentation. Meanwhile, the data analysis technique used is inductive through data validity, data reduction, data display and conclusion (verification). The conclusion obtained is that the role of Islamic Religious Education teachers is in instilling character values ​​in students by creating a conducive, comfortable and enjoyable classroom atmosphere, always behaving well in front of students and always instilling discipline, independence, responsibility, honesty and religion. The methods used to instill character values ​​can be through exemplary methods, giving appreciation, giving moral messages, teaching manners, being honest and open to mistakes, instilling leadership qualities. Supporting factors in instilling character values ​​are religious activities and additional learning such as showing videos. Meanwhile, inhibiting factors in instilling character values include busy parents and the environment. Furthermore, the solution to overcome obstacles in instilling character values ​​is cooperation between teachers and parents and cooperation between schools and the community.

This study also aims to explore the implementation of the application of learning methods to teachers of Islamic religious education with a small number of students at SDN 107411 Lau Rempa, and at the same time understand its impact on the quality of learning and motivation of students and to find out how the efforts made by teachers of Islamic religious education in applying learning methods even with a small number of students at SDN 107411 Lau Rempa. This research uses a qualitative approach and case studies as research methods. Data were obtained through interviews and observations of Islamic religious education teachers with a small number of students at school. The results showed that the implementation of the application of learning methods to Islamic religious education teachers with a small number of students at school could help improve the quality of learning and students' learning motivation. However, this implementation also faced several obstacles, such as a lack of resources and lack of support from the school. Therefore, support is needed from various parties, including school principals, teacher boards, and parents, so that the implementation of the application of learning methods for Islamic religious education teachers with a small number of students can run smoothly and effectively.