Teacher Professional Development through the Teacher Education Program (PPG) at Islamic Education Institutions

Mardhiah Mardhiah, Awaliah Musgamy, Mukhlis Lubis

Abstract


In the context of contemporary Islamic education, the transformation of teacher education is crucial, marking a move away from content-based instructional approaches towards developing teachers' professional competencies. This study aims to critically examine the implementation of the Professional Teacher Education Program (PPG) in Islamic Education Institutions in Indonesia, focusing on changes in management, pedagogy, educational practices, and assessment methodologies. Using a qualitative approach, the study involved teachers as the main subjects and collected data through interviews, observations, and document analysis to assess the effectiveness of the program. Instruments used included interview guidelines and observation sheets, with data analysis conducted through thematic analysis techniques. The study revealed changes in curriculum design and content, improvement in instructional, personal, and interpersonal skills, product development, increased procedural efficacy, and development of basic disciplinary competencies among teachers. The investigation provided insights into the institution's use of the seven steps of PPG, modifications to training facilities, outcome-oriented assessment methods, and program evaluation protocols in line with PPG principles. The results show the significant impact of the PPG method in improving teacher professionalism, aligning with outcomes-based teaching and evaluation, and fostering essential skills and abilities for future educators.

https://doi.org/10.26803/ijlter.22.11.5


Keywords


teacher; professional development; PPG; Islamic education; institutions

Full Text:

PDF

References


Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the covid-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90–109. https://doi.org/10.29333/ejecs/3

Almazova, N., Krylova, E., Rubtsova, A., & Odinokaya, M. (2020). Challenges and opportunities for Russian higher education amid covid-19: Teachers’ perspective. Education Sciences, 10(12), 1–11. https://doi.org/10.3390/educsci10120368

Almusharraf, N. M., & Khahro, S. H. (2020). Students’ Satisfaction with Online Learning Experiences during the COVID-19 Pandemic. International Journal of Emerging Technologies in Learning, 15(21), 246–267. https://doi.org/10.3991/ijet.v15i21.15647

Aziz, H., James, T., Remulla, D., Sher, L., Genyk, Y., Sullivan, M. E., & Sheikh, M. R. (2021). Effect of COVID-19 on Surgical Training Across the United States: A National Survey of General Surgery Residents. Journal of Surgical Education, 78(2), 431–439. https://doi.org/10.1016/j.jsurg.2020.07.037

Berg, B. L. (2001). Qualitative research methods for the social sciences (4th ed). Allyn and Bacon.

Blokker, R., Akkermans, J., Tims, M., Jansen, P., & Khapova, S. (2019). Building a sustainable start: The role of career competencies, career success, and career shocks in young professionals’ employability. Journal of Vocational Behavior, 112, 172–184. https://doi.org/10.1016/j.jvb.2019.02.013

Bracq, M.-S., Michinov, E., & Jannin, P. (2019). Virtual Reality Simulation in Nontechnical Skills Training for Healthcare Professionals: A Systematic Review. Simulation in Healthcare, 14(3), 188–194. https://doi.org/10.1097/SIH.0000000000000347

Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54(3), 356–369. https://doi.org/10.1111/ejed.12345

Cohn, A., Maréchal, M. A., Tannenbaum, D., & Zünd, C. L. (2019). Civic honesty around the globe. Science, 365(6448), 70–73. https://doi.org/10.1126/science.aau8712

Coman, C., ?îru, L. G., Mese?an-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability (Switzerland), 12(24), 1–22. https://doi.org/10.3390/su122410367

Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 49(1–2), 91–96. https://doi.org/10.1007/s11125-020-09464-3

Darling-Hammond, L., & Hyler, M. E. (2020). Preparing educators for the time of COVID … and beyond. European Journal of Teacher Education, 43(4), 457–465. https://doi.org/10.1080/02619768.2020.1816961

Djeki, E., Dégila, J., Bondiombouy, C., & Alhassan, M. H. (2022). E-learning bibliometric analysis from 2015 to 2020. Journal of Computers in Education, 9(4), 727–754. https://doi.org/10.1007/s40692-021-00218-4

Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118. https://doi.org/10.1016/j.childyouth.2020.105440

Dwivedi, Y. K., Hughes, L., Baabdullah, A. M., Ribeiro-Navarrete, S., Giannakis, M., Al-Debei, M. M., Dennehy, D., Metri, B., Buhalis, D., Cheung, C. M. K., Conboy, K., Doyle, R., Dubey, R., Dutot, V., Felix, R., Goyal, D. P., Gustafsson, A., Hinsch, C., Jebabli, I., … Wamba, S. F. (2022). Metaverse beyond the hype: Multidisciplinary perspectives on emerging challenges, opportunities, and agenda for research, practice and policy. International Journal of Information Management, 66. https://doi.org/10.1016/j.ijinfomgt.2022.102542

Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4). https://doi.org/10.3390/soc10040086

Hanafi, Y., Taufiq, A., Saefi, M., Ikhsan, M. A., Diyana, T. N., Thoriquttyas, T., & Anam, F. K. (2021). The new identity of Indonesian Islamic boarding schools in the “new normal”: The education leadership response to COVID-19. Heliyon, 7(3). https://doi.org/10.1016/j.heliyon.2021.e06549

Hung, M., Licari, F. W., Hon, E. S., Lauren, E., Su, S., Birmingham, W. C., Wadsworth, L. L., Lassetter, J. H., Graff, T. C., Harman, W., Carroll, W. B., & Lipsky, M. S. (2021). In an era of uncertainty: Impact of COVID-19 on dental education. Journal of Dental Education, 85(2), 148–156. https://doi.org/10.1002/jdd.12404

Johnson, B. (2014). Educational research: Quantitative, qualitative, and mixed approaches (Fifth edition). Sage Publications.

Johnson, S., Dalton-Locke, C., Vera San Juan, N., Foye, U., Oram, S., Papamichail, A., Landau, S., Rowan Olive, R., Jeynes, T., Shah, P., Sheridan Rains, L., Lloyd-Evans, B., Carr, S., Killaspy, H., Gillard, S., Simpson, A., Bell, A., Bentivegna, F., Botham, J., … Tzouvara, V. (2021). Impact on mental health care and on mental health service users of the COVID-19 pandemic: A mixed methods survey of UK mental health care staff. Social Psychiatry and Psychiatric Epidemiology, 56(1), 25–37. https://doi.org/10.1007/s00127-020-01927-4

Kim, L. E., & Asbury, K. (2020). ‘Like a rug had been pulled from under you’: The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology, 90(4), 1062–1083. https://doi.org/10.1111/bjep.12381

Kitchin, R., & Dodge, M. (2019). The (In)Security of Smart Cities: Vulnerabilities, Risks, Mitigation, and Prevention. Journal of Urban Technology, 26(2), 47–65. https://doi.org/10.1080/10630732.2017.1408002

König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608–622. https://doi.org/10.1080/02619768.2020.1809650

Leavy, P. (Ed.). (2014). The Oxford handbook of qualitative research. Oxford University Press.

Leite, H., Hodgkinson, I. R., & Gruber, T. (2020). New development: ‘Healing at a distance’—Telemedicine and COVID-19. Public Money and Management, 40(6), 483–485. https://doi.org/10.1080/09540962.2020.1748855

Marek, M. W., Chew, C. S., & Wu, W.-C. V. (2021). Teacher experiences in converting classes to distance learning in the covid-19 pandemic. International Journal of Distance Education Technologies, 19(1), 89–109. https://doi.org/10.4018/IJDET.20210101.oa3

Mercer, N., Hennessy, S., & Warwick, P. (2019). Dialogue, thinking together and digital technology in the classroom: Some educational implications of a continuing line of inquiry. International Journal of Educational Research, 97, 187–199. https://doi.org/10.1016/j.ijer.2017.08.007

Mio, C., Panfilo, S., & Blundo, B. (2020). Sustainable development goals and the strategic role of business: A systematic literature review. Business Strategy and the Environment, 29(8), 3220–3245. https://doi.org/10.1002/bse.2568

Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1. https://doi.org/10.1016/j.ijedro.2020.100012

Moorthy, K., Patwa, N., & Gupta, Y. (2019). Breaking barriers in deployment of renewable energy. Heliyon, 5(1). https://doi.org/10.1016/j.heliyon.2019.e01166

Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, limitations and recommendations for online learning during covid-19 pandemic era. Pakistan Journal of Medical Sciences, 36(COVID19-S4), S27–S31. https://doi.org/10.12669/pjms.36.COVID19-S4.2785

Mutambudzi, M., Niedwiedz, C., Macdonald, E. B., Leyland, A., Mair, F., Anderson, J., Celis-Morales, C., Cleland, J., Forbes, J., Gill, J., Hastie, C., Ho, F., Jani, B., Mackay, D. F., Nicholl, B., O’donnell, C., Sattar, N., Welsh, P., Pell, J. P., … Demou, E. (2021). Occupation and risk of severe COVID-19: Prospective cohort study of 120 075 UK Biobank participants. Occupational and Environmental Medicine, 78(5), 307–314. https://doi.org/10.1136/oemed-2020-106731

Patricia Aguilera-Hermida, A. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1. https://doi.org/10.1016/j.ijedro.2020.100011

Prestridge, S. (2019). Categorising teachers’ use of social media for their professional learning: A self-generating professional learning paradigm. Computers and Education, 129, 143–158. https://doi.org/10.1016/j.compedu.2018.11.003

Sanson, A. V., Van Hoorn, J., & Burke, S. E. L. (2019). Responding to the Impacts of the Climate Crisis on Children and Youth. Child Development Perspectives, 13(4), 201–207. https://doi.org/10.1111/cdep.12342

Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers and Education, 128, 13–35. https://doi.org/10.1016/j.compedu.2018.09.009

Seering, J., Wang, T., Yoon, J., & Kaufman, G. (2019). Moderator engagement and community development in the age of algorithms. New Media and Society, 21(7), 1417–1443. https://doi.org/10.1177/1461444818821316

Shaw, E., Walpole, S., McLean, M., Alvarez-Nieto, C., Barna, S., Bazin, K., Behrens, G., Chase, H., Duane, B., El Omrani, O., Elf, M., Faerron Guzmán, C. A., Falceto de Barros, E., Gibbs, T. J., Groome, J., Hackett, F., Harden, J., Hothersall, E. J., Hourihane, M., … Woollard, R. (2021). AMEE Consensus Statement: Planetary health and education for sustainable healthcare. Medical Teacher, 43(3), 272–286. https://doi.org/10.1080/0142159X.2020.1860207

Smutny, P., & Schreiberova, P. (2020). Chatbots for learning: A review of educational chatbots for the Facebook Messenger. Computers and Education, 151. https://doi.org/10.1016/j.compedu.2020.103862

Stein-Zamir, C., Abramson, N., Shoob, H., Libal, E., Bitan, M., Cardash, T., Cayam, R., & Miskin, I. (2020). A large COVID-19 outbreak in a high school 10 days after schools’ reopening, Israel, May 2020. Eurosurveillance, 25(29). https://doi.org/10.2807/1560-7917.ES.2020.25.29.2001352

Su, C.-H., Tsai, C.-H., Chen, M.-H., & Lv, W. Q. (2019). U.S. sustainable food market generation Z consumer segments. Sustainability (Switzerland), 11(13). https://doi.org/10.3390/su11133607

Tang, X., Yin, Y., Lin, Q., Hadad, R., & Zhai, X. (2020). Assessing computational thinking: A systematic review of empirical studies. Computers and Education, 148. https://doi.org/10.1016/j.compedu.2019.103798

Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71–97. https://doi.org/10.1080/00131911.2019.1705247

Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! For learning – A literature review. Computers & Education, 149, 103818. https://doi.org/10.1016/j.compedu.2020.103818

Wang, G., Liu, X., Li, C., Xu, Z., Ruan, J., Zhu, H., Meng, T., Li, K., Huang, N., & Zhang, S. (2020). A Noise-Robust Framework for Automatic Segmentation of COVID-19 Pneumonia Lesions from CT Images. IEEE Transactions on Medical Imaging, 39(8), 2653–2663. https://doi.org/10.1109/TMI.2020.3000314

Wang, T. W., Gentzke, A. S., Creamer, M. R., Cullen, K. A., Holder-Hayes, E., Sawdey, M. D., Anic, G. M., Portnoy, D. B., Hu, S., Homa, D. M., Jamal, A., & Neff, L. J. (2019). Tobacco Product Use and Associated Factors Among Middle and High School Students—United States, 2019. MMWR. Surveillance Summaries, 68(12), 1–22. https://doi.org/10.15585/mmwr.ss6812a1

Wong, J., Baars, M., Davis, D., Van Der Zee, T., Houben, G.-J., & Paas, F. (2019). Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review. International Journal of Human-Computer Interaction, 35(4–5), 356–373. https://doi.org/10.1080/10447318.2018.1543084

Yusoff, A. F. M., Hashim, A., Muhamad, N., & Hamat, W. N. W. (2021). Application of Fuzzy Delphi Technique to Identify the Elements for Designing and Developing the e-PBM PI-Poli Module. Asian Journal of University Education, 17(1), 292–304. https://doi.org/10.24191/ajue.v17i1.12625

Zamora-Polo, F., & Sánchez-Martín, J. (2019). Teaching for a better world. Sustainability and Sustainable Development Goals in the construction of a change-maker university. Sustainability (Switzerland), 11(15). https://doi.org/10.3390/su11154224


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493