Islamic Educators Development Strategy in Improving Professional Competence Towards Sustainable Development Goals (SDGs)
DOI:
https://doi.org/10.23917/profetika.v25i03.9910Keywords:
development strategy, islamic educator development, competency improvement, professional competence, sustainable development goalsAbstract
Objective: This study aims to explore and describe the strategies for developing Islamic educators to enhance their professional competence in response to global educational challenges and student needs. Theoretical framework: The theoretical framework is grounded in the importance of integrating pedagogical, technological, and managerial competencies to build educators’ capabilities, aligning with contemporary educational theories and Sustainable Development Goals (SDGs), particularly SDG 4 on quality education. Literature review: A review of the literature highlights persistent challenges in the consistent implementation of educator development programs and the gap between existing strategies and the holistic competencies required today. Methods: Using a descriptive qualitative research design, this study was conducted at SMP Islam Bani Hasyim Singosari Malang. Informants included the principal, three vice principals, the chairman of the national exam committee, and teachers of Indonesian, English, Arabic, and religious studies. Results: Findings reveal three core strategies in educator development: First, the Education Strategy, which includes free lectures aimed at broadening educators’ strategic and adaptive thinking; Second, the Educator Training Strategy, which is implemented in three levels to accommodate new educators, enhance existing educators’ skills, and prepare educators for leadership roles; Third, the Strategy of Cultivating and Realizing a Sense of Responsibility, focusing on practical and ethical approaches to professional development. Implications: The implications of this research suggest that a comprehensive, tiered, and responsibility-focused approach can effectively improve educator competence, curriculum relevance, and the quality of learning, thereby supporting the achievement of SDGs. Novelty: The novelty of this study lies in its integrated framework that combines education, training, and ethical responsibility cultivation tailored to Islamic educational institutions, offering a sustainable model for educator development in the era of globalization.
References
[1] Y. Steinert, P. S. O’Sullivan, and D. M. Irby, “Strengthening Teachers’ Professional Identities Through Faculty Development,” Acad. Med., vol. 94, no. 7, pp. 963–968, 2019, https://doi.org/10.1097/ACM.0000000000002695.
[2] A. Mac Phail, M. Ulvik, A. Guberman, G. Czerniawski, H. Oolbekkink-Marchand, and Y. Bain, “The professional development of higher education-based teacher educators: needs and realities,” Prof. Dev. Educ., vol. 45, no. 5, pp. 848–861, 2019, https://doi.org/10.1080/19415257.2018.1529610.
[3] R. Sancar, D. Atal, and D. Deryakulu, “A new framework for teachers’ professional development,” Teach. Teach. Educ., vol. 101, p. 103305, 2021, https://doi.org/10.1016/j.tate.2021.103305.
[4] L. Langdon Warren, “The Importance of Teacher Leadership Skills in the Classroom,” Educ. J., vol. 10, no. 1, p. 8, 2021, https://doi.org/10.11648/j.edu.20211001.12.
[5] T. K. Chan-anteza, “Management of a Conducive Classroom Environment: A Meta-synthesis,” J. Educ. Pract., no. September, 2020, https://doi.org/10.7176/jep/11-26-06.
[6] A. Andrianto, “Implementasi Komunikasi Edukatif Dalam Pemaduan Iman, Ilmu Dan Amal Studi Pembelajaran Pai Di Sma It Abu Bakar Yogyakarta,” Tarbiyatuna Kaji. Pendidik. Islam, vol. 3, no. 2, p. 89, 2019, https://doi.org/10.29062/tarbiyatuna.v3i2.261.
[7] A. Maxbuba Qobilovna, “Communicative Competence As a Factor of Teacher’SProfessional Competency,” Am. J. Soc. Sci. Humanit. Res., vol. 03, no. 09, pp. 32–44, 2023.
[8] Y. Suchyadi et al., “Improving the ability of elementary school teachers through the development of competency-based assessment instruments in teacher working group, North Bogor City,” J. Community Engagem., vol. 2, no. 01, pp. 01–05, 2020.
[9] L. García-Pérez, M. García-Garnica, and E. M. Olmedo-Moreno, “Skills for a working future: How to bring about professional success from the educational setting,” Educ. Sci., vol. 11, no. 1, pp. 1–25, 2021, https://doi.org/10.3390/educsci11010027.
[10] N. Ridei, “Analysis of professional competencies in the characteristics of the teacher of the future: global challenges of our time,” Futur. Educ., vol. 1, no. 2021, pp. 22–32, 2021, https://doi.org/10.57125/fed.2022.10.11.3.
[11] G. Cruz, R. Payan-Carreira, C. Dominguez, H. Silva, and F. Morais, “What critical thinking skills and dispositions do new graduates need for professional life? Views from Portuguese employers in different fields,” High. Educ. Res. Dev., vol. 0, no. 0, pp. 1–17, 2020, https://doi.org/10.1080/07294360.2020.1785401.
[12] T. Budiharso and B. Tarman, “Improving quality education through better working conditions of academic institutes,” J. Ethn. Cult. Stud., vol. 7, no. 1, pp. 99–115, 2020, https://doi.org/10.29333/ejecs/306.
[13] R. M. Simamora, D. De Fretes, E. D. Purba, and D. Pasaribu, “Practices, Challenges, and Prospects of Online Learning during Covid-19 Pandemic in Higher Education: Lecturer Perspectives,” Stud. Learn. Teach., vol. 1, no. 3, pp. 185–208, 2020, https://doi.org/10.46627/silet.v1i3.45.
[14] M. F. B. Beribe, “The Impact of Globalization on Content and Subjects in the Curriculum in Madrasah Ibtidaiyah: Challenges and Opportunities,” At-Tasyrih J. Pendidik. Dan Huk. Islam, vol. 9, no. 1, pp. 54–68, 2023, https://doi.org/10.55849/attasyrih.v9i1.157.
[15] Z. K. Szabo, P. Körtesi, J. Guncaga, D. Szabo, and R. Neag, “Examples of problem-solving strategies in mathematics education supporting the sustainability of 21st-century skills,” Sustain., vol. 12, no. 23, pp. 1–28, 2020, https://doi.org/10.3390/su122310113.
[16] A. M. Hullinger and J. A. DiGirolamo, “A professional development study: The lifelong journeys of coaches,” Int. Coach. Psychol. Rev., vol. 15, no. 1, pp. 8–19, 2020, https://doi.org/10.53841/bpsicpr.2020.15.1.8.
[17] A. L. Goodwin, “Globalization, Global Mindsets, and Teacher Education,” Action Teach. Educ., vol. 42, no. 1, pp. 6–18, 2020, https://doi.org/10.1080/01626620.2019.1700848.
[18] A. L. Rossoni, E. P. G. de Vasconcellos, and R. L. de Castilho Rossoni, Barriers and facilitators of university-industry collaboration for research, development, and innovation: a systematic review, vol. 74, no. 3. Springer International Publishing, 2024, https://doi.org/10.1007/s11301-023-00349-1.
[19] J. W. Creswell, Pendekatan Kualitatif, Kuantitatif dan Mixed, 3rd ed. YOGYAKARTA: Pustaka Pelajar, 2010.
[20] A. Abbasianchavari and A. Moritz, The impact of role models on entrepreneurial intentions and behavior: a review of the literature, vol. 71, no. 1. Springer International Publishing, 2021, https://doi.org/10.1007/s11301-019-00179-0.
[21] N. Komariah and I. Nihayah, “Improving The Personality Character of Students Through Learning Islamic Religious Education,” At-tadzkir Islam. Educ. J., vol. 2, no. 1, pp. 65–77, 2023, https://doi.org/10.59373/attadzkir.v2i1.15.
[22] A. Hermino and I. Arifin, “Contextual character education for students in the senior high school,” Eur. J. Educ. Res., vol. 9, no. 3, pp. 1009–1023, 2020, https://doi.org/10.12973/EU-JER.9.3.1009.
[23] M. Caeiro-Rodriguez et al., “Teaching Soft Skills in Engineering Education: A European Perspective,” IEEE Access, vol. 9, pp. 29222–29242, 2021, https://doi.org/10.1109/ACCESS.2021.3059516.
[24] Y. Rivaldo and S. D. Nabella, “Employee Performance: Education, Training, Experience, and Work Discipline,” Qual. - Access to Success, vol. 24, no. 193, pp. 182–188, 2023, https://doi.org/10.47750/QAS/24.193.20.
[25] H. W. Gao, “Innovation and development of ideological and political education in colleges and universities in the network era,” Int. J. Electr. Eng. Educ., vol. 60, no. 2_suppl, pp. 489–499, 2023, https://doi.org/10.1177/00207209211013470.
[26] Hui-Wen, “Research on professional development and teacher change: Implications for adult basic education,” Rev. Adult Learn. Lit., vol. 7, p. 205, 2007.
[27] B. A. Soomro, S. Mangi, and N. Shah, “Strategic factors and significance of organizational innovation and organizational learning in organizational performance,” Eur. J. Innov. Manag., vol. 24, no. 2, pp. 481–506, 2020, https://doi.org/10.1108/EJIM-05-2019-0114.
[28] V. O. Akpa, O. U. Asikhia, and N. E. Nneji, “Organizational Culture and Organizational Performance: A Review of Literature,” Int. J. Adv. Eng. Manag., vol. 3, no. 1, pp. 361–372, 2021, https://doi.org/10.35629/5252-0301361372.
[29] K. D. Lomis, G. C. Mejicano, K. J. Caverzagie, S. U. Monrad, M. Pusic, and K. E. Hauer, “The critical role of infrastructure and organizational culture in implementing competency-based education and individualized pathways in undergraduate medical education,” Med. Teach., vol. 43, no. S2, pp. S7–S16, 2021, https://doi.org/10.1080/0142159X.2021.1924364.
[30] R. Ishak and M. Mansor, “The relationship between knowledge management and organizational learning with academic staff readiness for education 4.0,” Eurasian J. Educ. Res., vol. 2020, no. 85, pp. 169–184, 2020, https://doi.org/10.14689/ejer.2020.85.8.
[31] M. S. A. Basalamah and A. As’ad, “The Role of Work Motivation and Work Environment in Improving Job Satisfaction,” Golden Ratio Hum. Resour. Manag., vol. 1, no. 2, pp. 94–103, 2021, https://doi.org/10.52970/grhrm.v1i2.54.
[32] J. W. Sitopu, M. Khairani, M. Roza, L. Judijanto, and Aslan, “The Importance of Integrating Mathematical Literacy in the Primary Education Curriculum : a Literature Review,” J. Inf. Syst. Manag., vol. 2, no. 1, pp. 121–134, 2024.
[33] J. A. Rojak, S. Sanaji, A. D. Witjaksono, and A. Kistyanto, “The Influence of Transformational Leadership and Organizational Culture on Employee Performance,” EDUKASIA J. Pendidik. dan Pembelajaran, vol. 5, no. 1, pp. 977–990, 2024, https://doi.org/10.62775/edukasia.v5i1.926.
[34] L. I. González‐pérez and M. S. Ramírez‐montoya, “Competencies Types (Learning Skills, Literacy Skills, Life Skills) Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review,” Sustain., vol. 14, no. 3, pp. 1–31, 2022, https://doi.org/10.3390/su14031493.
[35] H. Akram, Y. Yingxiu, A. S. Al-Adwan, and A. Alkhalifah, “Technology Integration in Higher Education During COVID-19: An Assessment of Online Teaching Competencies Through Technological Pedagogical Content Knowledge Model,” Front. Psychol., vol. 12, no. August, pp. 1–11, 2021, https://doi.org/10.3389/fpsyg.2021.736522.
[36] E. Smeplass, “Nurturing inclusivity and professional growth among vocational teachers through communities of practice,” Pedagog. Cult. Soc., vol. 00, no. 00, pp. 1–20, 2023, https://doi.org/10.1080/14681366.2023.2268108.
[37] F. Díez, A. Villa, A. L. López, and I. Iraurgi, “Impact of quality management systems in the performance of educational centers: educational policies and management processes,” Heliyon, vol. 6, no. 4, 2020, https://doi.org/10.1016/j.heliyon.2020.e03824.
[38] A. T. R. Rosa and Mujiarto, “Teacher development potential (Creativity and innovation) education management in engineering training, coaching and writing work through scientific knowledge intensive knowledge based on web research in the industrial revolution and society,” Int. J. High. Educ., vol. 9, no. 4, pp. 161–168, 2020, https://doi.org/10.5430/ijhe.v9n4p161.
[39] G. Fischer, J. Lundin, and J. O. Lindberg, “Rethinking and reinventing learning, education and collaboration in the digital age—from creating technologies to transforming cultures,” Int. J. Inf. Learn. Technol., vol. 37, no. 5, pp. 241–252, 2020, https://doi.org/10.1108/IJILT-04-2020-0051.
[40] M. Y. Law, “A Review of Curriculum Change and Innovation for Higher Education,” J. Educ. Train. Stud., vol. 10, no. 2, p. 16, 2022, https://doi.org/10.11114/jets.v10i2.5448.
[41] G. Oliveira, J. Grenha Teixeira, A. Torres, and C. Morais, “An exploratory study on the emergency remote education experience of higher education students and teachers during the COVID-19 pandemic,” Br. J. Educ. Technol., vol. 52, no. 4, pp. 1357–1376, 2021, https://doi.org/10.1111/bjet.13112.
[42] M. P. Sorochan, L. S. Shevchenko, and Y. R. Pylypenko, “Application of Innovative Technologies in the Process of Theoretical and Practical Training of Future Teachers for Professional Activity in an Inclusive Educational Environment,” Педагогічна Інноватика Сучасність Та Перспективи, no. 3, pp. 35–42, 2024, https://doi.org/10.32782/ped-uzhnu/2024-3-6.
[43] H. Ozen and R. Yildirim, “Teacher Perspectives on Classroom Management,” Int. J. Contemp. Educ. Res., vol. 7, no. 1, pp. 99–113, 2022, https://doi.org/10.33200/ijcer.645818.
[44] B. Kjellgren and T. Richter, “Education for a sustainable future: Strategies for holistic global competence development at engineering institutions,” Sustain., vol. 13, no. 20, 2021, https://doi.org/10.3390/su132011184.
[45] M. A. Makumane and S. B. Khoza, “Educators’ reasoning(s) and their effects on successful attainment of curriculum goals,” South African J. High. Educ., vol. 34, no. 2, pp. 95–111, 2020, https://doi.org/10.20853/34-2-3428.
[46] M. Shonfeld et al., “Learning in digital environments: a model for cross-cultural alignment,” Educ. Technol. Res. Dev., vol. 69, no. 4, pp. 2151–2170, 2021, https://doi.org/10.1007/s11423-021-09967-6.
[47] Lukman et al., “Effective teachers’ personality in strengthening character education,” Int. J. Eval. Res. Educ., vol. 10, no. 2, pp. 512–521, 2021, https://doi.org/10.11591/ijere.v10i2.21629.
[48] A. Fawait, “Islamic Education Management Strategies In Improving The Quality Of Learning In Madrasas,” Indones. J. Educ., vol. 4, no. 2, p. 657~665, 2024.
[49] V. Ahmed and A. Opoku, Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic, vol. 27, no. 1. Springer US, 2022, https://doi.org/10.1007/s10639-021-10706-w.
[50] J. J. Waham, A. Asfahani, and R. A. Ulfa, “Global Trends in Higher Education: A Comparative Analysis of Enrollment and Quality Assurance Mechanisms,” Int. J. Educ. Res., vol. 1, no. 1, pp. 49–60, 2023, https://doi.org/10.70610/edujavare.v1i1.29.
[51] S. Ledger and J. Fischetti, “Micro-teaching 2.0: Technology as the classroom,” Australas. J. Educ. Technol., vol. 36, no. 1, pp. 37–54, 2020, https://doi.org/10.14742/ajet.4561.
[52] A. S. Munna and M. A. Kalam, “Teaching and learning process to enhance teaching effectiveness: literature review,” Int. J. Humanit. Innov., vol. 4, no. 1, pp. 1–4, 2021, https://doi.org/10.33750/ijhi.v4i1.102.
[53] S. Ismail, R. S. Putri, Z. Zulfadhli, A. Mustofa, M. Musfiana, and R. Hadiyani, “Student Motivation to Follow the Student Creativity Program,” Riwayat Educ. J. Hist. Humanit., vol. 5, no. 2, pp. 351–360, 2022, https://doi.org/10.24815/jr.v5i2.27641.
[54] R. Madrid Miranda and C. Chapman, “Towards a network learning system: reflections on a university initial teacher education and school-based collaborative initiative in Chile,” Prof. Dev. Educ., vol. 50, no. 4, pp. 760–774, 2024, https://doi.org/10.1080/19415257.2021.1902840.
[55] M. A. Ulin Nuha and N. Musyafa’ah, “Implementation of Quality Management Curriculum in Arabic Learning,” Arab. J. Bhs. Arab, vol. 6, no. 2, p. 417, 2022, https://doi.org/10.29240/jba.v6i2.5137.
[56] S. D. Hayes and J. R. Burkett, “Almost a Principal: Coaching and Training Assistant Principals for the Next Level of Leadership,” J. Sch. Leadersh., vol. 31, no. 6, pp. 502–525, 2021, https://doi.org/10.1177/1052684620912673.
[57] R. Torelli, “Sustainability, responsibility, and ethics: different concepts for a single path,” Soc. Responsib. J., vol. 17, no. 5, pp. 719–739, 2021, https://doi.org/10.1108/SRJ-03-2020-0081.
[58] M. Yatim, I. Syafe’i, and A. Amiruddin, “Akhlaq Education Values in Islamic Perspective: An Examination from the Ulama’s Books,” J. Adv. Islam. Educ. Manag., vol. 3, no. 2, pp. 39–52, 2023, https://doi.org/10.24042/jaiem.v.
[59] H. Crompton and D. Burke, “Artificial intelligence in higher education: the state of the field,” Int. J. Educ. Technol. High. Educ., vol. 20, no. 1, 2023, https://doi.org/10.1186/s41239-023-00392-8.
[60] Y. Hanafi et al., “The new identity of Indonesian Islamic boarding schools in the ‘new normal’: the education leadership response to COVID-19,” Heliyon, vol. 7, no. 3, 2021, https://doi.org/10.1016/j.heliyon.2021.e06549.
[61] C. Rapanta, L. Botturi, P. Goodyear, L. Guàrdia, and M. Koole, “Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education,” Postdigital Sci. Educ., vol. 3, no. 3, pp. 715–742, 2021, https://doi.org/10.1007/s42438-021-00249-1.
[62] J. Glerum, S. M. M. Loyens, L. Wijnia, and R. M. J. P. Rikers, “The effects of praise for effort versus praise for intelligence on vocational education students,” Educ. Psychol., vol. 40, no. 10, pp. 1270–1286, 2020, https://doi.org/10.1080/01443410.2019.1625306.
[63] N. Oozageer Gunowa, M. Hutchinson, J. Brooke, H. Aveyard, and D. Jackson, “Pressure injuries and skin tone diversity in undergraduate nurse education: Qualitative perspectives from a mixed methods study,” J. Adv. Nurs., vol. 77, no. 11, pp. 4511–4524, 2021, https://doi.org/10.1111/jan.14965.
Submitted
Accepted
Published
Issue
Section
License
Copyright (c) 2024 Hidayatussaliki, Sugeng Listyo Prabowo, Slamet, Mappanyompa, Shabibah Binti Shaufit Affandi
This work is licensed under a Creative Commons Attribution 4.0 International License.
