Becoming a Professional Islamic Education Teacher through PPG

Abstract

The Teacher Professional Education (PPG) program is designed to ensure teachers possess pedagogical, professional, social, and personality competencies aligned with national standards. This article analyzes how PPG contributes to the professionalism of Islamic Religious Education (PAI) teachers through a multi-site case study in three secondary schools. Data were collected through in-depth interviews, classroom observations, and document analysis (RPP/CP, open modules, assessment instruments). Results indicate that PPG encourages improved learning planning based on the Independent Curriculum, strengthening TPACK (Teacher-Based Assessment), implementing authentic assessments, and integrating the value of religious moderation. However, challenges such as time constraints, administrative burdens, and varying school support remain. Practical implications include strengthening teacher learning communities (KLG/MGMP), ongoing clinical supervision, and developing evidence-based microteaching.