In the era of Industry 4.0, teachers are expected to exhibit a professional attitude in fulfilling their educational responsibilities. Despite their involvement in numerous activities, the level of professionalism among teachers has not seen significant growth. This research aims to analyze the effectiveness of using the SKI (Sejarah Kebudayaan Islam/Islamic Culture and History) Module in enhancing the professionalism of SKI teachers. The study was conducted in a madrasah affiliated with the Ministry of Religion in the Maluku Province. A total of 20 SKI teachers from the madrasah in Ambon City and Central Maluku Regency were selected as research participants. The research utilized a quantitative-qualitative approach, collecting data through observations, interviews, and product assessments. The results indicated that the module's validity score was 90.38, indicating high validity. The product rating was 3.563.56, demonstrating a very high level of quality. Additionally, the assessment of learning tool preparation scored 7.84, representing a high level of proficiency. The mastery of learning material achieved a score of 82.04, signifying a very high level of competence. The preparation of research proposals scored 69.269.2, indicating a medium level of readiness. Overall, the findings suggest that training using modules can effectively enhance the professionalism of SKI teachers within the Ministry of Religion in the Maluku Province.
This study departs from the researchers' anxiety over the importance of teacher personality competence in fostering student morals. The purpose of this study was to describe the Personality Competence of Islamic Religion Subject Teachers in the development of al-karimah morality in students. This study uses a qualitative approach, with procedures for observation, interviews, and documentation. The results of this study indicate that, broadly speaking, the personality competence of Islamic religious teachers at Madrasah Tsanawiyah is outstanding. This can be seen from the example teachers of Islamic religious subjects played in their school and community activities. For example, teachers of Islamic religious subjects often show personalities in accordance with religious norms, legal norms, and social norms. However, some teachers of Islamic religious subjects still are not optimal in controlling emotions and speaking words. The contribution of the personality competence of teachers of Islamic religious subjects in fostering the morals of students, through several forms, namely authority, teacher speaking morals, teacher socialising morals, teacher dress morals, and teacher respect for all the rules that apply in schools All of this is done by building internal awareness a strong self that is reflected in attitudes, actions and deeds.
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