Edukasi Islami: Jurnal Pendidikan Islam, VOL: 14/No: 001 Special Issue 2025 P-ISSN: 2252-8970
DOI: 10.30868/ei.v14i001.9052
E-ISSN: 2581-1754
Date Received
Date Revised
Date Accepted
Date Published

:
:
:
:

November 2025
December 2025
December 2025
December 2025

MODERNIZATION OF THE COMPETENCE OF ISLAMIC RELIGIOUS
EDUCATION TEACHERS AT BANTEN HIGH SCHOOL
Ukun Kurnia
STAI Assalamiyah, Serang Banten, Indonesia (kurniaukun1974@gmail.com)

Samudi
STAI La Tansa Mashiro Rangkasbitung Banten, Indonesia (samudidr.banten@gmail.com)

Muhammad Arifin
Universitas Mathla’ul Anwar Banten, Indonesia;(novarifin@gmail.com)

Keywords:
Modernization
Strategy,
Teacher
Competency,
Islamic
Religious
Education

ABSTRACTS
Background: The competence of Islamic education teachers must refer to the
guidance of the Prophet Muhammad SAW as a teacher who is equipped with
excellent personality traits, cares about social and religious issues, and has a passion
for reading, analyzing, researching, and experimenting in various phenomena of life
by mentioning the name of Allah, so that he is able to maintain and develop the
qualities of faith, righteous deeds, struggle, and cooperation in upholding the truth.
Purpose: This study aims to analyze and examine strategies for modernizing the
competencies of Islamic religious education teachers. Method: The method used in
this study is qualitative with a phenomenological research type, and data collection
uses observation, interviews, and documentation, while data analysis uses the Miles
and Huberman model, namely data reduction, data presentation, and conclusion
drawing, while research triangulation uses methodology in the method. Result: The
results of this study show that the implementation strategy for modernizing the
competency development of Islamic education teachers at Al-Qudwah High School
includes: further studies, teacher group formation, discussion programs, seminars
and training, weekly monitoring, the dhuha prayer program, literacy, comparative
studies, rewards, Al-Qudwah Care, and others. Conclusion: These strategies for
modernizing teacher competency have resulted in an improvement in the quality of
Islamic education teachers' competencies in the areas of pedagogy, personality, social
skills, and professionalism. Meanwhile, the improvement in the competency of
Islamic education teachers has ultimately resulted in an improvement in the quality
of teaching and learning activities and student achievement.

511

A. INTRODUCTION
Education is a process of influencing, protecting, providing assistance and
experience as well as adjustments for students so that they can develop and grow towards
maturity in carrying out their own life tasks without depending on others (Samudi et al,
2022). Meanwhile, national education aims to develop the potential of students to
become human beings who believe and fear God Almighty, have noble character, are
healthy, knowledgeable, capable, creative, independent, and become democratic and
responsible citizens.
To support the realization of the national education goals, one of the efforts that
must be made by school education institutions is to improve the quality of the
competence of Islamic religious education teachers in pedagogic, personality, social and
professional aspects. This is because it is very possible that by having good quality
competencies, Islamic religious education teachers will be able to produce students who
have faith and piety, have noble character, are healthy, knowledgeable, capable, creative,
independent, and become democratic and responsible citizens.
According to the teacher, a teacher is someone who has a responsibility in helping
students achieve their maturity, by not only providing material but also directing the
development of students, transmitting the appreciation of their morals and personality
to students and becoming a center of role models, role models and consultants for
students (Nawawi, 2000) in Samudi, 2023). Meanwhile, to develop their quality, a teacher
must have teacher competencies which in Law Number 14 of 2005 are explained include:
pedagogic competence, professional competence, personality competence and social
competence. According to Mulyasa (2007) in Samudi (2023), teacher competence is a
combination of personal, scientific, social and spiritual skills. Teacher competence is a set
of knowledge, skills, and behaviors that must be possessed, appreciated, mastered, and
realized by teachers in carrying out their professional duties, displayed through work
demonstrations (Sagala, 2013).
Pedagogic competence is the ability of teachers to manage student learning, with
indicators including; Understand the foundations of education, be able to plan,
implement and evaluate the learning process, understand, and develop the potential of
students. Personality competence is a competency related to personality development as
a teacher, with indicators including; able to understand and practice Islamic teachings,
able to respect and appreciate between religious people, able to behave in accordance with
the norms, rules, and system of religious values and values that apply in society, are not
reprehensible, have a commendable nature, are democratic and open (Ramayulis, 2015).
Furthermore (Ramayulis, 2015) explained that social competence is a competency
related to the ability of teachers as members of society, with indicators including; being
able to collaborate with others both with individuals and with community groups and
being able to recognize and understand the functions of each community institution.
Meanwhile, professional competence is a competence or ability related to the expertise
possessed by a teacher, with indicators including; able to master the subject matter in
accordance with the field of study taught in depth, able to master the sciences in
generalism related to their expertise and able to develop the subject curriculum.
Meanwhile, Islamic religious education is a conscious and planned effort to prepare
students to know, understand, live, and believe in the teachings of Islam, accompanied
by guidance to respect adherents of other religions in relation to harmony between
religious communities until the realization of national unity and unity (Majid and Dian,
512

2006). Meanwhile, Islamic religious education aims to realize kaffah people, the creation
of kaffah people with religious, cultural and scientific dimensions, as well as the
realization of the awareness of human functions as servants, caliphs of Allah, heirs of the
Prophets and provide adequate provisions to carry out these functions (Tafsir, 2017).
There are several characteristics of teachers who are considered professionally
competent, namely; able to develop responsibilities well, able to carry out their roles and
functions appropriately, able to work to realize educational goals in schools, and able to
carry out their roles and functions in classroom learning (Hamalik, 2010). Meanwhile,
according to Gary and Margaret in Mulyasa (2008), effective and professionally
competent teachers have characteristics, namely: having the ability to create a conducive
learning climate, the ability to develop learning strategies and management, having the
ability to provide feedback and reinforcement, and having the ability to improve
themselves.
In order to realize Islamic religious education teachers who have good quality
competencies according to Umar (2010) in Samudi (2023), they must be able to refer to
the guidance and success of the Prophet PBUH as a teacher who is equipped with a
superior quality personality, his concern for social and religious problems as well as
enthusiasm and sharpness in reading, analyzing, researching and experimenting on
various life phenomena that occur in society by mentioning the name of Allah, so that
he is able to survive and develop the quality of faith, righteous deeds and struggle and
cooperate to uphold the truth.
Based on observations made at al-Qudwah High School, several problems have been
found related to the competence of Islamic religious education teachers, including; the
ability to master teaching materials is not optimal, the motivation to strive to develop the
quality of teachers, the low awareness and enthusiasm to share knowledge and experience
with fellow teachers, the lack of understanding and application of innovative learning
methods, and the lack of mastery technology and learning media, the limited availability
of literacy in Islamic religious education subjects and PAI teachers are often faced with
challenges in shaping the character of students in accordance with Islamic religious
values, especially in the midst of the influence of modern culture and rapid technological
development.
Meanwhile, of the problems identified such as: the problem of low motivation and
lack of innovation in teaching methods, failing to create an interesting and relevant
learning environment, consequently hindering the development of students' full
potential, and ultimately closely related to the failure to achieve the broader national
education goals, especially in preparing qualified, critical, and ready human resources
global challenges.
Paying attention to the conditions mentioned above, there is no other way but to
spur the teacher's enthusiasm for learning to continue to improve their competence,
through further study, reading and writing a lot, discussing, organizing, developing
cooperation networks with external parties, participating in education and training
programs and other activities. Basically, the responsibility in developing the quality of
teacher competence is a demand for the personal needs of the teacher himself (Usman,
2009).
Previous research that has relevance to this research includes; research conducted
by Suartamizi and Syarnubi (2022) which explains that the supporting factors for the
development of pedagogic competencies of Islamic religious education teachers include;
513

excellent programs, availability of facilities and infrastructure, cooperation from various
parties, and enthusiasm in carrying out duties. The results of Habibah's research (2022)
explain that the development of digital competencies of Islamic religious education
teachers can be carried out through technical guidance on the management and use of
information and communication technology as well as independent teacher learning. In
Saidah's (2025) research, it was explained that the development of Islamic religious
education teachers' competencies includes training, the development of project-based
learning modules, and collaboration between teachers in the learning community. This
approach has been proven to improve teacher professionalism. Meanwhile, the research
of Khoiriyah and Eko (2025) explains that training tailored to the needs of Islamic
religious education teachers can improve their competence.
Meanwhile, what is new about this research is that the focus of the discussion covers
all aspects of teacher competence, including; pedagogic, personality, social, and
professional as well as other aspects of development, namely correlating the results of
research with the theory of structural functionalism from Emile Durkheim which is a
theory in the field of sociology. The purpose of this research is to study, analyze and
formulate the modernization of the competence of Islamic religious education teachers
in upper schools.
From the theoretical explanation and the results of previous research relevant to
this research mentioned above, it can be stated that the modernization of the competence
of Islamic religious education teachers in high schools can be carried out with various
programs that are tailored to the aspects of the teacher's competencies and needs, which
can be described through the following research flow scheme:

Figure 1. Research Flow Scheme for Modernizing PAI Teacher Competency
Source: Processed by Researcher
Practically, this study provides valuable insights into the modernization of PAI
teachers' competencies, which is expected to be a crucial input in the evaluation of PAI
teachers' performance in high schools. Likewise, these findings can encourage initiatives
and provide an empirical basis for the Ministry of Religion or the wider education
community, to formulate scholastic policies that support the improvement of the
professionalism of ongoing teachers, such as; integrated training programs and the
provision of a user-friendly digital-based learning platform. The direct impact is to
improve the quality of PAI teaching which is more relevant to the challenges of modern
times.
514

B. METHODS
This research was carried out at al-Qudwah Senior High School in Lebak Regency,
Banten. To discuss the material in this study, a qualitative approach with the type of
phenomenological research is used. Qualitative research is a research model for a specific
focus whose procedures and methodologies are very specific and multimethodical, based
on correspondence theory as a theory of scientific truth and highly value the diversity of
field data without the tendency to generalize and interpret the meaning of naturalistic
phenomena (Nurdin and Samudi, 2024).
Meanwhile, phenomenological research according to explanation is a description of
something real and as it is and according to the actual or natural circumstances that occur
in the lives of the people of Nurdin and Samudi (2023). Therefore, according to Rosyada
(2020), in phenomenological research a researcher must be able to reveal the meaning of
the experience in the perception of those who do it, then also their opinion about the
experiences of the social community and finally the researcher must be able to reveal his
philosophical foundation
Data collection in this study uses observation, interviews and documentation as
well as purposive sampling techniques, namely researchers deliberately choose research
subjects based on certain criteria or considerations that are relevant to the research
objectives, so that the selected informants can provide the most relevant and in-depth
information. Meanwhile, the criteria used to select informants in this study are; PAI
teachers with active status, have experience teaching PAI, are actively involved in
teacher competency modernization programs or initiatives; such as; Apply innovative
teaching methods, and be willing to be informants and ready to provide in-depth data
through interviews and observations. The number of PAI teachers as informants involved
in this study is flexible and based on data saturation, that is, data collection will be
stopped by the researcher, when new information obtained from additional informants
no longer provides significant new insights or themes to the focus of the research. In
addition, other key informants in this study, namely, principals and vice principals in the
field of curriculum, the goal is to get a comprehensive perspective.
Meanwhile, to review and analyze the data using the data analysis of the Miles and
Huberman (2023) model, namely; data reduction, data presentation and drawing
conclusions. As for validating the theory of the research results, using methodological
triangulation in the method, namely by conducting a Focus Group Discussion, which is
a targeted discussion by involving a group of people who are informants to discuss the
modernization of the competence of Islamic religious education teachers which is
discussed in this study.
Specific steps taken during the implementation of the FGD are: 1) Preparation and
Recruitment of Participants: In this stage, the researcher identifies and recruits
informants who meet the research criteria, 2) Development of Discussion Guides: in this
stage, the research conducts several questions from general to more specific and indepth questions according to the research objectives. This guide is tested first to ensure
that the questions are clear, easy to understand, and do not direct the informant's
answers, 3) Implementation of FGD: At this stage, a discussion session was held related
to the subject matter, namely the modernization of the competence of Islamic religious
education teachers in Senior High Schools, which was guided by moderators and
minutes, 4) Data Recording and Transcription: at this stage, the researcher records and
515

transcribes data from the results of the study for further analysis and 5) Data Analysis:
in this final stage, the researcher analyzes the data on the results of the discussion that
has been carried out in accordance with the research method used in this study. The
implementation of this FGD activity is to ensure that the results of the research data
collected are appropriate or the same from all selected research informants, so that the
research findings become more comprehensive, credible and valid.
C. RESULTS AND DISCUSSION
The findings of this study based on information from research informants that
have been determined by the researcher can be stated, namely:
1. Modernizing the Pedagogic Competence of Islamic Religious Education
Teachers
In order to produce the modernization of Islamic religious education teachers in the
pedagogic realm, al-Qudwah Senior High School Rangkasbitung Lebak Banten has made
various efforts and efforts, including:
a. Study Program Advanced to Strata 1 or Strata 2. This form of program is carried out
with the aim of developing and improving the competence of Islamic religious
education teachers in the formal education pathway. In order for this program to be on
target, the implementation of further studies given to teachers is in accordance with
their fields of expertise.
b. Forming a Teacher Group. This program was formed as a forum or media among
Islamic religious education teachers of al-Qudwah High School to be able to stay in
touch, exchange experiences, knowledge and insights and others related to the
learning process activities at the school.
c. Discussion Program. This program is carried out by forming a discussion group of
teachers and education staff within the Qudwatul Ummah Islamic Foundation with
resource persons from within the foundation. To develop and improve teacher
competence, the topic of the material presented is around competencies related to the
pedagogic realm in learning activities for students teaching at school.
d. Seminar and Training Programs. This program is carried out by Islamic religious
education teachers on an ongoing basis in accordance with the needs and programs
carried out by external parties, for example; seminars or training to improve teacher
competency held by the Ministry of Religion or the Central or Regional Ministry of
National Education and other agencies. In addition, seminar or training activities are
also carried out by the internal parties of the foundation by bringing in resource
persons from external parties in accordance with the needs of Islamic religious
education teachers.
Of the several programs that have been implemented by the al-Qudwah High
School mentioned above, it aims to develop and improve the competence of Islamic
religious education teachers in the pedagogical realm, so that teaching and learning
activities for students at school can be carried out properly and optimally.

516

2. Modernization of the Personality Competencies of Islamic Religious
Education Teachers
In order to produce the modernization of Islamic religious education teachers in the
realm of personality, the al-Qudwah Senior High School Rangkasbitung Lebak Banten
has made various efforts and efforts, including:
a. Weekly Mentoring Program. This program is carried out by providing guidance,
advice, or assistance to teachers by senior employees or leadership elements within the
Qudwatul Ummah Islamic Foundation, with the aim of helping them to be able to
behave and have a personality of worship and good morals, such as; diligently praying
in congregation, being able to respect and respect others, helping each other, obeying
and obeying work according to the time that has been set and others.
In addition, in this program, evaluation and coaching actions are also carried out
by the leadership elements of the human resource development section for teachers
and other education staff employees on complaints or complaints from parents of
students or the local environmental community. The goal is to provide encouragement
and motivation to teachers to maintain and maintain patience in facing problems.
b. ACC (al-Qudwah Consul Centre) programme. This program is held with the aim of
being a medium or forum for consultation for teachers and other education personnel,
to accommodate the problems they experience, both personally and around family
problems.
c. Dhuha Program. This program is implemented as a form of the foundation's concern
for its employees in order to increase the implementation of sunnah worship, increase
peace and welfare and increase gratitude for the blessings of Allah that have been
given.
d. Ruhiyah and Mabit Services Program. This program is carried out periodically monthly
in the form of activities in the form of recitation which is attended by all employees
within the Qudwatul Ummah Islamic Foundation by bringing in resource persons
from external parties of the foundation. To improve the quality of faith and devotion
that follows the program, the topics or discussions presented are around Islamic study
materials and Islamic religious education.
Some of the programs that have been implemented by the al-Qudwah Senior High
School above, aim to develop and improve the competence of Islamic religious education
teachers in the realm of personality, so that teaching and learning activities for students
in schools can be carried out with the attitude and personality of teachers who have good
morals.
3. Modernization of Social Competence of Islamic Religious Education Teachers
In order to produce the modernization of Islamic religious education teachers in the
social realm, al-Qudwah Senior High School Rangkasbitung Lebak Banten has made
various efforts and efforts, including:
a. Qudwah Care Program. This program is known as the al-Qudwah humanitarian
institution, where its implementation accommodates or absorbs various information
related to events or problems that befall the community in the school environment.
For example: Floods, earthquakes, landslides, economically deprived communities and
others. This program seeks to participate in these problems by giving alms of money
or useful goods or labor needed by the community. The purpose of this program is to
increase the sense of social concern for others who experience disasters or economic
517

shortages and increase teachers' participation in problems experienced by the
surrounding community.
b. Open House Program. This program is intended for all school residents in the
Qudwatul Ummah Islamic Foundation by opening a food bazaar with various menus
at low prices. The main goal of this program is to get to know each other, share and
help fellow school residents.
c. PHBI (Islamic Holiday Commemoration) Activities. This program is filled with various
religious and social activities, including; carry out mass circumcision, commemoration
of Isra and Miraj and others. The purpose of this program is to increase faith and
devotion to Allah and increase teachers' sense of social concern for the surrounding
community.
d. Ta'akhi. This program is in the form of assistance from schools or foundations, with
the aim of strengthening the bond of brotherhood between teachers and education
staff within the Qudwatul Ummah Islamic Foundation in general and in particular
Islamic religious education teachers at al-Qudwah High School. This program
technique is carried out by shuffling the names of employees or teachers who will
receive assistance from the school or foundation.
Some of the programs that have been implemented by al-Qudwah High School
above, aim to develop and improve the competence of Islamic religious education
teachers in the social realm, so that teaching and learning activities for students at school
and in contact with the surrounding community can be carried out with good sensitivity
and social concern of teachers.
4. Modernization of the Professional Competence of Islamic Religious
Education Teachers
In order to produce the modernization of Islamic religious education teachers in the
professional realm, al-Qudwah High School Rangkasbitung Lebak Banten has made
various efforts and efforts, including:
a. Study Program Advanced to Strata 1 or Strata 2. In order for this program to be on
target, the implementation of further studies given to teachers is in accordance with
their field of expertise, so that this program is able to develop and improve the
competence of Islamic religious education teachers in the formal education pathway.
b. PPG (Teacher Professional Education) Program. The program aims to produce
qualified, cultured, competitive and innovative professional teachers globally.
Likewise, this program aims to develop teachers who are able to adapt science, plan,
evaluate and develop education innovatively.
c. IGPAI (Islamic Religious Education Teachers' Association) Program. This program
aims to improve the quality, professionalism, competitiveness protection, and welfare
of teachers, as well as strengthen the values of honesty, responsibility, discipline, and
anti-corruption. In addition, the goal is to strengthen teachers' competencies in the
fields of pedagogy, professional, social and personality and become an example for
students and the environment.
d. Islamic Religious Scientific Seminar and Training Program. This program is carried
out by Islamic religious education teachers on an ongoing basis in accordance with
the needs and programs carried out by external parties, for example; seminars or
training to improve teacher competency held by the Ministry of Religion or the
Central or Regional Ministry of National Education and other agencies. In addition,
518

seminar or training activities are also carried out by the internal parties of the
foundation by bringing in resource persons from external parties in accordance with
the needs of Islamic religious education teachers. The purpose of this program is to
improve teachers' competence in mastering the teaching materials that will be
delivered to students at school and to increase teachers' insight and innovation in
developing and improving learning strategies and methods in accordance with the
needs of students and the community.
e. JSIT (Integrated Islamic School Network). This program aims to create cooperation
between Integrated Islamic Schools (SIT), improve the quality of education,
strengthen the competence of educators, develop the curriculum and establish
strategic partnerships with various parties for the benefit of the quality of the
teaching and learning process in schools.
f. Literacy Program. This program is the main goal of literacy to improve a teacher's
individual ability to access, understand and use information. In other words, literacy
aims to make a teacher able to think critically, absorb information and use it
effectively both in carrying out the process of teaching and learning activities at
school and in their daily life.
g. Comparative Study of Education. This program is carried out by the school to
improve the quality of education, expand insights and share experiences between
educational institutions and a teacher. Comparative studies help educational
institutions and a teacher identify best practices, adopt innovations and improve
their systems that have been implemented before.
h. Rewards Program. This program is implemented by the school for teachers with the
aim of improving work motivation, professionalism and quality of education. Awards
can encourage teachers to excel better and improve the quality of learning, so that it
will ultimately improve the quality of education in the school and national
education.
i. Establishment of the Media Division. The program established by this school intends
to improve the quality and effectiveness of the learning process by providing a variety
of relevant and interesting learning media. This division also plays a role in
developing media skills and understanding among teachers and students, so that the
implementation of the teaching and learning process in schools can be carried out
optimally.
j. GA (Angel Teacher) Program. This program is implemented in schools with the hope
of improving and building an education system in schools that focuses on developing
students' potential as a whole, not just based on institutional standards or
tastes. Likewise, this program aims to support students to develop their imagination,
creativity and innovation.
Of the several programs carried out by al-Quwah High School mentioned above, it
can be briefly explained in the table below:

519

No.

Competencies

Programs

Program Impact

1

Pedagogy

Further Study

Able to develop and improve the competence of Islamic
religious education teachers on the formal education
path.

Teacher Group

As a forum or media among Islamic religious education
teachers of al-Qudwah High School to be able to stay in
touch, exchange experiences, knowledge and insights
and others related to learning process activities at the
school.

Discussion Program

Develop and improve teachers' competence in
managing the process of teaching and learning
activities in schools.

Seminars and
Training

Improving teachers' competence in mastering the
management of the learning process in the classroom.
teachers' insight and innovation in
developing and improving learning strategies and
methods for students in the classroom
Increasing

2

Personality

Mentoring Week

To help teachers to be able to behave and have a
personality of worship and good morals.
Provide encouragement and motivation to teachers to
maintain and maintain patience in facing problems.

Al-Qudwah Consul
Centre

As a medium or forum for consultation for teachers and
other education personnel, to accommodate the
problems they experience, both personally and around
family problems.

Dhuha Prayer

Increase Islamic religious education teachers in
carrying out sunnah worship.
To increase peace and prosperity and to increase
gratitude for the blessings that have been given.

3

Social

Ruhiyah & Mabit
Services

Improving the quality of a teacher's faith and devotion
in carrying out his daily life.

Qudwah Care

Increase the sense of social concern for others who
experience disaster or economic deprivation.
Increase teacher participation in problems experienced
by the surrounding community.

Open House

Increase familiarity and get to know each other, share
and help fellow school residents.

PHBI

Increase the teacher's faith and devotion to Allah.
Increase teachers' sense of social concern for the
surrounding community

4

520

Professional

Ta'akhi

Strengthening the bond of brotherhood between
teachers and education staff within the Qudwatul
Ummah Islamic Foundation in general and in particular
Islamic religious education teachers at al-Qudwah High
School.

Further Study

Able to develop and improve the competence of Islamic
religious education teachers on the formal education
path.

Teacher Professional
Education

Producing professional, cultural, competitive and
innovative teachers globally.
Develop teachers who are able to adapt science, plan,
evaluate and develop education innovatively.

Ekta Guru Pai

Improving quality, professionalism, competitiveness,
and teacher welfare, as well as strengthening the values
of honesty, responsibility, discipline, and anticorruption.
Strengthening teachers' competencies in the fields of
pedagogy, professional, social and personality as well as
being an example for students and the environment

Seminars and
Training

Improve teachers' competence in mastering teaching
materials that will be delivered to students at school.
Increasing teachers' insight and innovation in
developing and improving learning strategies and
methods in accordance with the needs of students and
society.

Integrated Islamic
School Network

Creating cooperation between Integrated Islamic
schools.
Improving the quality of education, strengthening the
competence of educators, developing the curriculum
and establishing strategic partnerships with various
parties for the benefit of the quality of the teaching and
learning process in schools

Literacy

Improve the individual ability of a teacher to access,
understand and use information.
Making a teacher able to think critically, absorb
information and use it effectively both in carrying out
the process of teaching and learning activities at school
and in their daily lives.

Comparative Study

Improving the quality of education, expanding
horizons and sharing experiences between educational
institutions and a teacher.
Helping educational institutions and a teacher identify
best practices, adopt innovations and improve their
systems that have been implemented before.

Reward

Improve work motivation, teacher professionalism and
quality of education.
Perform better and improve the quality of learning.

Media Division

Improve the quality and effectiveness of the learning
process by providing a variety of relevant and
interesting learning media.
Develop media skills and understanding among
teachers and students.

Guru Angel

Improve and build an education system in schools that
focuses on developing students' potential as a whole,
not just based on institutional standards or tastes.

521

Supporting students to develop their imagination,
creativity and innovation.

Source: Processed by Researcher
DISCUSSION
In the theory of structuralism, functionalism initiated by Emile Durkheim in Ritzer
(2010) explains that society is a social system consisting of elements that are interrelated
and integrated in balance. So that the occurrence of a change that occurs in one part will
gradually bring changes to the other part while maintaining its balance.
Thus, if the results of this research are associated with the theory mentioned above,
then it can be interpreted that the changes made by the community as a functional
institution, in this case the al-Qudwah High School educational institution in Banten,
which modernizes the competence of Islamic religious education teachers, will support
government policies in improving the qualifications and competencies of teachers and
realizing national education, namely developing the potential of students to become
human beings who believe and fear God Almighty, have noble character, are healthy,
knowledgeable, capable, creative, independent, and become democratic and responsible
citizens.
In addition, it can be stated that the modernization of the competence of Islamic
religious education teachers at al-Qudwah High School is based on the awareness and
desire of the school and community support in order to improve the quality of the
competence of Islamic religious education teachers in accordance with the needs of the
community and the demands of the times.
Meanwhile, the forms of modernization of Islamic religious education teachers'
competencies that have been applied to al-Qudwah High School include: advanced
study programs, the formation of teacher groups, discussion programs, seminars and
trainings, weekly monitoring, dhuha prayer programs, literacy, comparative studies,
rewarding, al-Qudwah Care, angel teachers, and others. The results of previous research
that correlated with this research include; Saidah (2025) research which shows that the
development of the competence of Islamic religious education teachers can be carried
out through training, the development of project-based learning modules, and
collaboration between teachers in the learning community. Meanwhile, the research of
Khoiriyah and Eko (2025) explains that training tailored to the needs of Islamic religious
education teachers can improve the competence of these teachers.
From the explanation mentioned above, the scheme of the modernization of the
competency of Islamic religious education teachers at al-Qudwah High School in this
study can be described as follows:

522

Figure 2. PAI Teacher Competency Modernization Flow Scheme
Source: Processed by Researcher
The results of this study show that the modernization of PAI teachers'
competencies, for example; the problem of innovation in digital-based teaching and
learning methods is positively correlated with efforts to achieve national education
goals, namely to develop the potential of students to become human beings who believe
and fear God Almighty, and have noble character. The use of integrated information and
communication technology in PAI learning helps teachers in developing soft skills and
instilling Islamic principles amid the influence of globalization, ensuring that the
formation of Islamic character remains relevant and effective in the digital era.
Overall, the results of this researcher explain that efforts to modernize the
competence of PAI teachers in high schools are an important part of the planning
strategy for the development of Islamic education in Indonesia. PAI teachers who are
competent in managing adaptive learning to the changing times play a strategic role in
accelerating the process of achieving national education goals to educate the nation's
life, with the main focus on forming a generation that is not only smart but also has
Islamic morals in the midst of the challenges of modern times.
Meanwhile, there are several potential challenges in the implementation of the PAI
teacher competency modernization strategy in other schools, including; Other schools
may have limited access to technology, there may be resistance from some PAI teachers
in new schools in using teaching methods through innovative approaches, the level of
digital literacy and motivation to develop among PAI teachers varies between schools,
the PAI curriculum in some schools may still be conservative and not fully integrated
with technological developments, limited support from school management, parents or
local governments in terms of continuous training and budget allocation, differences in
social backgrounds, customs and cultural views between students in different schools.
From some of these challenges, it can be argued that the successful implementation of
the competency modernization strategy of Islamic religious education teachers in one
school may face significant challenges when replicated in other schools.

523

D. CONCLUSION
From the explanation of the results of the research and discussion, the conclusion
of this study is that the implementation of modernization of the competence of Islamic
religious education teachers at al-Qudwah High School has resulted in an improvement
in the quality of the competence of Islamic religious education teachers in pedagogic,
personality, social and professional aspects. Meanwhile, the increase in the competence
of Islamic religious education teachers has ultimately resulted in an improvement in the
quality of teaching and learning activities and learning achievements of students at alQudwah High School. The competency development of Islamic religious education
teachers that has been carried out include: further studies, the formation of teacher
groups, discussion programs, seminars and trainings, weekly monitoring, dhuha prayer
programs, literacy, comparative studies, rewarding, al-Qudwah Care and others.
From the results of these findings, the next steps for other schools or policy makers
are to follow up on the results of the research by formulating a structured concrete
action program, with recommendations including: implementing a continuous training
program for PAI teachers focusing on mastering information and communication
technology as well as innovative learning methods, developing an adaptive PAI
curriculum that emphasizes soft skills, the availability of modern learning media,
collaboration between schools, parents, and the community and conducting periodic
data-based evaluations to measure the effectiveness of the PAI teacher competency
improvement program that has been implemented and make the necessary
improvements. The strategies that have proven effective in this study are very likely to
be applied in other schools, with several considerations including; The positive impact
of these findings can be replicated in other schools to improve the quality of PAI
education, the implementation must be adjusted to the characteristics of each school
and the principal must play an active role in motivating PAI teachers, providing
adequate facilities, facilities and attitudes and creating a harmonious and conducive
school culture.
The implications of the results of this study for teacher training programs or
education policymakers include: the need for teacher training programs that focus on
the integration of technology in PAI learning, innovative learning methods, policies that
encourage the involvement of parents and the community in Islamic religious education,
collaboration between various institutions to support the sustainable development of
PAI teacher professionalism and increased academic supervision to help PAI teachers in
the development of subject matter and the use of available learning resources. Finally, it
is hoped that the results of these findings can be a valuable guide and reference for other
schools and policymakers to develop effective strategies in improving the modernization
of PAI teachers' competencies and the overall quality of Islamic religious education.

524

REFERENCES
Hamalik, Oemar. Pendidikan Guru Berdasarkan Pendekatan Kompetensi, Jakarta: Bumi
Aksara. 2010.
Habibah, Maimunatun. ”Pengembangan Kompetensi Digital Guru Pendidikan Agama
Islam Sekolah Dasar dalam Kerangka Kurikulum Merdeka”. Sittah: Journal of
Primary Education. Vol. 3 (1), (April 2022). https://jurnalfaktarbiyah. iainkediri.
ac.id/ index.php/sittah/article/view/11/335
Khoiriyah, Binti Fatimatul dan Eko Nursalim. “Strategi Peningkatan Kompetensi Guru
Pendidikan Agama Islam Melalui Pelatihan”. JKIS: Jurnal Kajian Islam dan Sosial
Keagamaan. Vol. 2 No. 3, (Januari-Maret 2025). hal.587-591, https://jurnal.ittc.
web.id/index.php/ jkis/article/view/1838/2048
Milles, Matthew B., A. Michael Huberman, Jhonny Saldana. Qualitative Data Analysis : A
Methods Sourcebook. Los Angeles: Sage. 2023.
Mulyasa. E. Standar Kompetensi dan Sertifikasi Guru. Bandung: Remaja Rosdakarya.
2008.
Majid, Abdul dan Dian Andayani. Pendidikan Agama Islam Berbasis Kompetensi
(Konsep dan Implementasi Kurikulum 2004. Bandung: Remaja Rosdakarya. 2006.
Nurdin. Ali, Samudi. “Modernisasi Pondok Pesantren Salafi: Kepemimpinan dan
Pembelajaran Transformasi dalam Pendidikan Agama Islam”. Edukasi Islami: Jurnal
Pendidikan Islam, Vol. 12 No, 02 (Mei 2023): 533-546. https://www.jurnal.
staialhidayahbogor.ac.id/index.php/ei/article/view/5152/1922
Nurdin. Ali, Samudi. Penelitian Kualitatif Untuk Ilmu Pendidikan: Teori, Konsep, dan
Implementasinya. Yogyakarta: Bintang Semesta Media. 2024.
Rosyada, Dede. Penelitian Kualitatif untuk Ilmu Pendidikan. Jakarta: Kencana. 2020.
Ritzer, George. Teori Sosiologi Modern, Jakarta: Kencana. 201o.
Ramayulis. Ilmu Pendidikan Islam, Jakarta: Kalam Mulia. 2015.
Samudi, Siti Rahmianti dan Ali Nurdin. Manajemen Pendidikan Islam: Teori dan
Implementasi Pemanfaatan Teknologi Informasi. Cet. 1. Yogyakarta: Bintang
Semesta Media. 2022.
Samudi. Pembaharuan Pendidikan Keagamaan Islam: Kurikulum, Pembelajaran,
Pendidik dan Tenaga Kependidikan. Yogyakarta: Bintang Semesta Media. 2023.
Saidah. ”Strategi Pengembangan Kompetensi Guru PAI dalam Kurikulum Merdeka
Belajar”. Khidmat: Jurnal Pendidikan dan Ilmu Sosial. Vol. 3 No.1 (2025).
https://ejournal.edutechjaya.com/index.php/khidmat/article/view/1424/1148
Sagala, Syaiful. Kemampuan Profesional Guru dan Tenaga Kependidikan, Bandung:
Alfabeta. 2013.
Tafsir, Ahmad. Pendidikan Agama dan Budaya. Bandung: Remaja Rosdakarya. 2017.
Usman. Moch. Uzer. Menjadi Guru Profesional. Bandung: Remaja. Rosdakarya. 2009.

525

526