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Islamic Religious Education teachers play a strategic role not only in transmitting religious knowledge but also in shaping the moral and spiritual character of students. However, challenges such as limited competence and inadequate professional development hinder the improvement of learning quality. This study aims to analyze the competence of PAI teachers and the quality of student learning, describe efforts made to develop teacher professionalism to improve learning quality, and  identify supporting and inhibiting factors in these development efforts. This research used a qualitative descriptive approach with data collection techniques including observation, interviews, and documentation. The results showed that PAI teachers at SMK Takhassus Al-Qur’an Mojotengah had fulfilled pedagogical, professional, personality, and social competencies. The school made efforts to improve teacher professionalism through supervision, MGMP, digital-based learning innovation, and internal collaboration. Supporting factors included adequate learning infrastructure and teacher enthusiasm, while inhibiting factors included distractions from student mobile phone use and teacher administrative burdens. These findings highlight the importance of continuous training, policy reinforcement, and digital literacy to support sustainable professional development.

Training and education (diklat) play a significant role in enhancing the professionalism of teachers. In an ever-evolving educational landscape, teachers are required to possess competencies that extend beyond mere mastery of content; they must also demonstrate pedagogical and managerial skills. Through training programs, teachers can access various workshops designed to enrich their knowledge and skills, including innovative teaching methods, the use of technology in learning, and effective assessment strategies. Training also serves as a platform for sharing experiences and best practices among teachers, fostering a supportive learning community. By participating in regular training, teachers can update their knowledge in line with curriculum developments and student needs. Furthermore, training contributes to increased motivation and job satisfaction among teachers, positively impacting their performance in the classroom. Overall, training is a crucial investment in the professional development of teachers, ultimately contributing to the improvement of educational quality and student learning outcomes. Therefore, the role of training in enhancing teacher professionalism cannot be overlooked and should be prioritized in educational policy.

Learning tools are very meaningful documents for teachers in planning a regular and meaningful learning process. In this digital era, the use of technology such as ChatGPT and Canva can help teachers in compiling RPP, LKPD, and interesting teaching materials. The purpose of this study was to assess the effectiveness of training in the use of ChatGPT and Canva in improving the skills of junior high school teachers in creating teaching tools. Through a training approach involving the participation of 12 teachers, it was found that 95% of participants felt more efficient, creative, and confident after using these two applications. These findings indicate that artificial intelligence and visual design technology have great potential to support teacher professionalism in the era of the Independent Curriculum.

This study aims to explore the importance of teachers’ social competence in dealing with the challenges of social interaction in multicultural school environments in the 21st century. Social competence is a fundamental aspect in fostering harmonious relationships between teachers, students, parents, and other school stakeholders. The research was conducted through literature reviews and interviews with three teachers from different schools in Riau Province, Indonesia. The findings reveal that teachers face various challenges such as diverse student characters, lack of socio-emotional training, and excessive administrative workload. Strategies employed include the use of digital communication, empathy, collaboration, and continuous self-development. This study recommends the importance of social competence training for teachers and the need for institutional policies to support the holistic development of teacher professionalism.

Educational supervision administration has undergone major changes to adapt to the challenges and dynamics of education today. Changes in the curriculum, the application of digital technology, and increasing demands for accountability and quality of education services require a more adaptive, collaborative and data-driven supervision model. Previously top-down supervision has shifted to a more participatory approach, focusing on teachers' professional development and continuous improvement of learning quality. This study highlights the important role of educational supervision administration in the contemporary context, with an emphasis on modern supervision principles such as coaching, mentoring and clinical supervision. In addition, the use of information technology is a key factor in improving the effectiveness of the supervision process. Various studies have shown that modern supervision approaches significantly contribute to improving teacher competencies and student learning outcomes (Rahman, 2020; Sari & Widodo, 2021; Nurlaila, 2022). Therefore, educational supervision administration must continue to evolve with the times, while upholding the principles of ethics, professionalism and collaboration.

The purpose of this study is to describe and analyze: 1) Describe the implementation of academic supervision with coaching techniques carried out by the principal for Islamic Religious Education teachers; 2) Reveal the obstacles faced by the principal in implementing academic supervision with coaching techniques for Islamic Religious Education teachers; 3) Analyze the implications of implementing academic supervision with coaching techniques in improving the teaching performance of Islamic Religious Education teachers. This study uses a qualitative descriptive approach with a type of field research. Data collection uses three techniques, namely: observation, interview, and documentation techniques. Data analysis techniques start from data collection, data presentation and the process of drawing conclusions. The data validity checking techniques used are triangulation and member check. Research Results focus: 1) Implementation of academic supervision with coaching techniques has been carried out regularly and in stages, namely: a) Designed in a structured and sustainable manner, b) The principal prepares assessment instruments, scoring guidelines, supervision schedules, and socialization to teachers, c) Academic supervision includes planning, implementation and evaluation activities, d) academic supervision with coaching techniques through pre-observation activities, observation actions and post-observation; 2) Constraints in implementing academic supervision with coaching techniques: a) Limited time for the principal to carry out academic supervision optimally, b) Lack of initial understanding of teachers regarding the concept of coaching in academic supervision, c) teacher commitment to their responsibility to carry out actions that have been agreed upon between the coach and coachee; 3) Implications of supervision with coaching techniques on teacher performance: a) coaching not only provides feedback, but also builds a deeper relationship between the principal and teachers, b) coaching helps teachers reflect on and change their teaching practices to be more effective, c) academic supervision with coaching techniques is an effective supervision to encourage professionalism in improving teacher performance.

This study examines the challenges and problems faced by Islamic education amid the complex dynamics of globalization. While globalization brings positive impacts through advances in information and communication technology, it also poses challenges such as the infiltration of global cultural values that do not always align with Islamic principles. This study employs a descriptive qualitative approach using a library research method, drawing from scholarly sources in national journals and recent academic books. The findings reveal that Islamic education encounters internal challenges such as conventional teaching methods, curricula that are unresponsive to changing times, and low digital literacy among educators. Meanwhile, external challenges include the secularization of education, unequal access, technological revolutions, and multicultural issues. To address these challenges, it is necessary to reformulate an integrative curriculum, improve teacher professionalism, and create educational environments that support Islamic values. This article recommends a transformative and adaptive approach to Islamic education that remains firmly rooted in the values of tawhid and akhlaq al-karimah in facing global challenges.

The Merdeka Curriculum is a new policy developed by the Ministry of Education, Culture, Research and Technology as an effort to restore learning after the COVID-19 pandemic and improve the 2013 Curriculum. This curriculum emphasizes flexibility, student-centered learning, and strengthening character through the Pancasila learner profile. This study aims to examine the effectiveness of implementing Merdeka Curriculum in improving the quality of education in Indonesia. The method used is a literature study with a qualitative descriptive approach. Data were obtained from 25 scientific articles, and after selection, 10 articles were declared relevant. The study results show that the Merdeka Curriculum has a positive impact on the quality of education, such as increasing creativity, independence, 21st century skills, and teacher professionalism. However, the implementation of this curriculum also faces obstacles, such as limited facilities, uneven teacher training, and disparities between education units. Therefore, continuous training, consistent supervision, and equitable policy support are needed to optimize the implementation of Merdeka Curriculum.

This study aims to determine the level of teacher work discipline at SDIT Ash Haabul Kahfi Lubuk Alung. Work discipline is an important factor in improving the quality of education because it is directly related to the responsibility and professionalism of teachers in carrying out their duties. The method used in this research is a quantitative approach with descriptive techniques. Data were obtained through observation, questionnaires, and documentation, which were then analyzed to see the tendency of teachers' disciplinary behavior. The results showed that the overall level of teacher discipline was in the high category. Teachers at SDIT Ash Haabul Kahfi Lubuk Alung show punctuality, obedience to rules, and consistent execution of tasks. This reflects an effective school management system and teachers' personal commitment to carrying out their professional responsibilities. This good work discipline has a positive impact on the learning environment and supports the achievement of educational goals at school. 

The aim of this research is to find out whether the Professional Competence of Christian Religious Education Teachers has a positive influence on the Character of Class IX Students of SMP Negeri 1 Baktiraja, Humbang Haunjungan Regency, Academic Year 2023/2024. The research method used is a quantitative method with an inferential approach. The population is all 143 Protestant Christian students in Class IX of SMP Negeri 1 Baktiraja, Humbang Hasundutan Regency for the 2023/2024 academic year and a sample of 51 people was determined using random sampling techniques. Data was collected using a positive closed questionnaire with 36 items, namely 18 items for variable the following data: 1) Test the analysis requirements: a) positive relationship test obtained rxy = 0.527 > rtable(=0.05,n=51) = 0.297. b) Testing a significant relationship obtained tcount= 4.340 > ttable(=0.05, dk=n-2=49)= 2.021. 2) Influence test: a) Regression equation test, obtained the regression equation Y ̂="28.09"+0.53X. b) Regression coefficient of determination test (r2) = 27.8%. 3) Test the hypothesis using the F test to obtain Fcount > Ftable=(=0.05, dk numerator k=20, dk denominator=n-2=51-2=49) namely 18.81 > 1.51. Thus Ha is accepted and H0 is rejected.    

Professional appearance is a very crucial aspect for an educator, especially in the context of vocational education such as State Vocational High Schools (SMKN), where educators act as role models for students. One element that can support professional appearance is knowledge in the field of make-up. The use of appropriate make-up not only reflects the level of professionalism, but can also increase self-confidence and reflect a good work ethic. This study aims to analyze the relationship between make-up knowledge and the professional appearance of educators at SMKN Padang City. The research method used is quantitative with a correlational approach. The sample in this study amounted to 53 female teachers from SMKN 06 and SMKN 07 Padang City who were selected using the proportional stratified random sampling technique. Data collection was carried out through observation, interviews, and questionnaires, then analyzed using a correlation test. The results of the study showed that there was a significant correlation between the level of make-up knowledge and the professional appearance of teachers. Educators who have good insight in the field of make-up generally show a more well-groomed appearance, are full of confidence, and reflect professional standards in the educational environment. Based on these findings, it can be concluded that increasing knowledge about make-up makes a positive contribution to the formation of a professional image of teachers in the SMKN environment.

This article examines teacher empowerment and the professionalism of educators in Indonesia during the Reformasi and post-Reform era, with a comprehensive academic review approach. The Reform era marked a significant change in education governance, particularly in terms of decentralization and autonomy that provided greater space for independent and contextual teacher capacity development. This research highlights various policies implemented to improve the quality of educators, such as teacher certification programs, continuous training, and welfare improvement which are the main focus of the government. However, real challenges still arise related to quality disparities between urban and rural areas and educational infrastructure constraints that affect the effectiveness of teacher empowerment. This article also discusses how teachers' professionalism is not only measured from the technical aspects of teaching, but also from the ability to adapt to new curricula and educational technology developments. Thus, teacher empowerment in the Reformasi era and post-Reformasi is an important foundation in efforts to improve the quality of national education in a sustainable manner. These findings are expected to be a reference for policymakers and education practitioners in formulating more effective and inclusive educator development strategies.

This study aims to determine the implementation of School-Based Management (SBM) at SMP Negeri 2 Sumalata, Sumalata District, North Gorontalo Regency, and to identify factors that influence its success. The study used a qualitative method with a descriptive approach and field research design (field research). Data collection techniques include interviews, observations, and documentation, while data analysis is carried out through the process of data reduction, data presentation (display), and drawing conclusions. The results of the study indicate that the implementation of SBM at SMP Negeri 2 Sumalata has covered several aspects, including curriculum management, students, finance, education personnel, facilities and infrastructure, school-community relations, and special services. However, its implementation is still not optimal. One of the main obstacles is the principal's supervision which has not been running effectively, thus affecting the level of teacher professionalism. Internal factors such as leadership, teacher motivation, and limited resources also affect the implementation of SBM as a whole.

The Surabaya Mengajar Batch 7 Program aims to study the profile of SD Negeri Manukan Kulon VI, the vision and mission implemented, the organizational structure and work procedures of the school, the culture and values ​​adopted, the activities of general and special teachers, the student learning process, and formal ceremonial activities. The Surabaya Mengajar Batch 7 Program will run from February to June 2025. The purpose of this program is to provide teaching experience, broaden horizons, training and development of skills, independence, responsibility, and the ability to develop professionalism in the field of teaching or education. The program will also provide opportunities for students to apply their own discoveries. At SD Negeri Manukan Kulon VI, the Surabaya Mengajar Batch 7 Program runs from September 10 to June 2, 2024. To start the Surabaya Mengajar Program work program, observations were carried out both physically and non-physically to see how the school looks as a whole, including facilities, infrastructure, teaching materials, and other learning equipment. Based on the results of the observations, a schedule was made for the preparation and implementation of the Surabaya Mengajar Program. With the Surabaya Mengajar Program at SD Negeri Manukan Kulon VI, students can improve their teaching skills, implement activity programs that aim to optimize the potential in schools, provide opportunities for students to learn and recognize problems in schools related to the learning process and school administration, and exchange knowledge, skills, and attitude values ​​that have been learned in real life at school.

This research uses a qualitative approach aimed at describing how the emotional intelligence of school principals improves teacher personality competence, to find out how teacher personality competence is and to find out the supporting and inhibiting factors in improving teacher personality competence with the emotional intelligence of school principals at SMAN 11 Muaro Jambi. The research findings indicate that the principal’s ability to recognize, manage, and express emotions effectively can create a conducive environment for the development of teacher personality. By providing motivational support, leading with empathy, and setting an example in interacting with teachers, the principal plays a role as an agent of change that enhances interpersonal relationships and teacher professionalism. Teacher personality competence is reflected in aspects of integrity and responsibility, emotional maturity, interpersonal skills, and strong commitment to the teaching profession. The main supporting factors for the principal's emotional intelligence in enhancing teacher personality competence include a conducive school environment, professional training and development, good role modeling by the principal, and social support among teachers. Meanwhile, significant inhibiting factors include limited time and resources, as well as teacher stress and workload. A principal with high emotional intelligence can play an essential role in creating positive change that supports the development of teacher personality, even though various challenges must be addressed.

This study aims to uncover teachers' views on the impact of certification on the quality of teaching and their welfare. Teacher certification is a government program that aims to improve the quality of education through professional recognition of teachers who have met certain competency standards. This study uses a qualitative approach with a descriptive method through a literature review of various journals and relevantiliteratureisources. Theiresultsiof theianalysis show that a number of teachers experienced an increase in pedagogical competence, self-confidence, and teaching enthusiasm after obtaining certification. However, some others felt that the impact of certification had not been felt too much, especially due to the increasing administrative burden and the lack of further training. On the other hand, certification also provides benefits to teacher welfare through the provision of professional allowances, although there is still inequality in its distribution. This study highlights the importance of continuous evaluation of certification policies, accompanied by reducing administrative burdens and strengthening post-certification training to support teacher professionalism and welfare as a whole.

Improving the quality of education in Indonesia requires continuous efforts to develop teachers' competencies, especially in soft skills related to pedagogical abilities and the use of technology in learning. This community service aims to enhance the soft skills of teachers in the Majelis Dikdasmen PNF PDM of Sorong City through the application of the microteaching method with simple interactive visual media. The microteaching method provides teachers with the opportunity to practice teaching in short sessions, which are then evaluated by peers and facilitators. Additionally, simple visual media such as PowerPoint, learning videos, and infographics are used to enrich the teaching and learning experience. This community service is conducted in the form of theory and practice sessions, followed by group discussions and reflections to strengthen participants' understanding. The results of the service show an improvement in teachers' ability to effectively use visual media, as well as an enhancement in their skills in managing classrooms interactively. This service is expected to significantly contribute to the professionalism of teachers in Sorong City, particularly in improving the quality of the teaching-learning process in non-formal education levels.

Education plays a strategic role in improving the quality of human resources. In this context, teachers serve as central figures who determine the success of the learning process. Teacher professionalism is one of the key indicators in establishing a high-quality education system. This article aims to analyze the role of educational policy in supporting the development of teacher professional quality in Indonesia. The research method used is descriptive qualitative with a literature study approach, utilizing secondary data sources from scientific articles and journals published between 2020 and 2025, accessed through Google Scholar. The results indicate that educational policies in Indonesia have provided a strong legal and regulatory foundation for the development of teacher professionalism, such as Law Number 14 of 2005 and its derivative regulations. These policies regulate qualifications, competencies, certification, and budget support for teachers. In conclusion, educational policy plays a vital role in improving teacher quality through a structured and sustainable system.    

Christian religious education plays a crucial role in shaping students' character and morals. Christian religious teachers are responsible for teaching God's Word with objectivity, without discrimination based on students' social, cultural, economic, ethnic backgrounds, or academic abilities. However, in practice, discrimination can still occur in various forms, both consciously and unconsciously. This study aims to analyze the competencies of Christian religious teachers in teaching God's Word objectively and to identify possible forms of discrimination in the learning process. Using a qualitative descriptive analysis method, this research examines religious education policies and teachers' experiences in the teaching process. The findings indicate that teachers with a deep understanding of theology, a neutral attitude in interpretation, discussion-based teaching methods, and high ethics and professionalism are better able to create an inclusive learning environment. To prevent discrimination, awareness and commitment from educators are needed so that the values of love and justice in Christian teachings can be realized in the learning process.

This study explores the relationship between teacher professionalism and student learning outcomes in Civic Education at SMP Muhammadiyah 1 Medan. It focuses on how teacher participation, teaching activities, and challenges influence the learning process. A qualitative descriptive approach was used, with data collected through interviews and surveys. The findings reveal that teachers' professional competencies, particularly in lesson planning, the use of varied teaching media, and providing remediation, significantly improved students' knowledge acquisition. Despite challenges such as curriculum changes and limited resources, teachers like Ibu Monalisa Tarigan, S.Pd actively engage in professional development programs to enhance their teaching effectiveness. The study highlights the importance of teacher preparation, creativity, and individualized attention in creating a productive learning environment. It concludes that teacher professionalism has a positive impact on both cognitive and creative student outcomes.