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The professional competence of Islamic Education (PAI) teachers plays a decisive role in determining the quality of learning at the elementary school level. In practice, many teachers still encounter challenges in mastering subject content, developing systematic teaching materials, applying innovative learning strategies, and integrating educational technology into classroom activities. These conditions indicate the need for structured professional development efforts through collaborative forums. This study aims to analyze the role of the Islamic Education Teachers Working Group (KKG PAI) in maximizing the professional competence of PAI teachers in public elementary schools in Panti District, Pasaman Regency, and to identify the supporting and inhibiting factors influencing its implementation. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observation, and documentation involving the KKG supervisor, the head of KKG PAI, and member teachers. Data analysis was conducted using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that KKG PAI functions as a strategic platform for collaborative lesson planning, subject-matter enrichment, peer reflection, and technology-based instructional training. Supporting factors include strong teacher commitment and collaborative culture, while limitations in facilities and technological disparities remain challenges. Strengthening the sustainability and management of KKG programs is essential to enhance teachers’ professional competence and improve the overall quality of Islamic education learning.

This study examines the role of Islamic Education (PAI) teachers in fostering religious moderation and tolerance among students in response to growing challenges related to diversity in educational settings. The objective of this research is to describe the pedagogical strategies and instructional methods employed by PAI teachers, as well as to identify the supporting and inhibiting factors that shape the effectiveness of promoting moderate and tolerant attitudes. Utilizing a qualitative literature review approach, this study conducts a critical analysis of relevant academic sources. The findings indicate that PAI teachers play a pivotal role in cultivating moderate and tolerant behavior through learning approaches that emphasize dialogical engagement, value internalization, and strengthened understanding of diversity. Supporting factors include an inclusive school culture and teachers’ professional awareness of the importance of religious moderation. Conversely, inhibiting factors encompass limited pedagogical resources and the influence of external extremist ideologies. Overall, the study underscores the strategic position of PAI teachers in developing a harmonious and diversity-oriented educational environment.

This   study  aims  to  identify  the  strategies  implemented  by  Islamic  Religious Education (PAI) teachers to enhance students’ religious practice at SMA Negeri 3 Padang Panjang. The research employed a descriptive qualitative method, collecting data through interviews and documentation. The findings reveal that PAI  teachers’  strategies  include  giving  reprimands,  advice,  and  warnings; guiding students through religious activities such as Quran memorization (tahfiz), Islamic student organizations (rohis), congregational prayers, and other worship practices; and collaborating with parents and fellow teachers. Supporting factors include the encouragement provided by the school and parents, while inhibiting factors involve students’ lack of awareness and their family background.  

Penyebaran hoaks keagamaan di media sosial telah menciptakan tantangan serius terhadap narasi keagamaan yang sahih, menuntut peran krusial Guru Pendidikan Agama Islam (PAI) sebagai garda terdepan. Penelitian ini bertujuan mengidentifikasi kompetensi profesional Guru PAI, menganalisis strategi mereka dalam merespons hoaks, dan merumuskan implikasi kebijakan pelatihan guru. Menggunakan pendekatan kualitatif dengan metode kajian pustaka, penelitian ini menganalisis konsep Kompetensi Guru PAI (Pedagogik, Sosial, Kepribadian) dan Literasi Media/Digital (KLM) untuk merumuskan model kompetensi ideal. Temuan menunjukkan bahwa Guru PAI memerlukan rekonstruksi filosofis agar mampu menjadi pembimbing etika dan agen perubahan yang mengintegrasikan nilai Islam dengan teknologi. Kompetensi Pedagogik dan Sosial terbukti penting untuk edukasi anti-hoaks dan pembentukan etika digital, diperkuat oleh Integritas Personal dan KLM sebagai keterampilan inti untuk berpikir kritis dan menyaring informasi. Implikasi penelitian merekomendasikan prioritas pelatihan guru pada etika dan literasi digital, serta menyarankan penelitian mendatang untuk studi komparatif kuantitatif guna mengukur efektivitas program.

This research aims to evaluate the implementation of guidance and counseling (BK) at SMPIT Widya Duta, an integrated Islamic school in Bekasi City. The method used in this research is qualitative research. The data collection techniques were gathered through direct observation, semi-structured interviews with BK teachers and students, and documentation. The results show that BK services are structured based on the Service Implementation Plan (RPL) with a focus on four areas: personal, social, learning, and career, as well as individual counseling as the most preferred service. The results also indicate that the BK teacher's approach includes initial observation, peer strategies for introverted students, and enforcement of confidentiality, with stakeholder collaboration as a supporting factor. Recommendations that can be given to improve the effectiveness of BK services include collaborative interdisciplinary training, continuous evaluation, and technology integration to strengthen synergy between PAI teachers, BK, and parents to address operational challenges and optimize student learning comfort and character development.

Transformasi pendidikan pada era Society 5.0 menuntut pembelajaran yang inovatif, termasuk pada Pendidikan Agama Islam (PAI), sehingga diperlukan model yang mampu mengintegrasikan nilai-nilai keagamaan ke dalam pembelajaran berbasis digital tanpa mengurangi esensi spiritualitas. Penelitian ini bertujuan untuk menganalisis bentuk dan efektivitas integrasi nilai keagamaan dalam pembelajaran PAI digital sebagai upaya menanamkan karakter Islami pada peserta didik di tengah perkembangan teknologi. Penelitian menggunakan metode kualitatif berbasis studi literatur dengan menelaah berbagai publikasi ilmiah yang relevan dalam sepuluh tahun terakhir. Hasil penelitian menunjukkan bahwa integrasi nilai-nilai keagamaan dapat diwujudkan melalui kebiasaan digital keagamaan, cerita moral digital, lab e-fiqh , simulasi ibadah berbasis VR, serta pembelajaran reflektif mengenai etika digital. Temuan tersebut menunjukkan bahwa pembelajaran PAI digital tidak hanya meningkatkan partisipasi dan minat belajar, tetapi juga berkontribusi pada pembentukan kesadaran spiritual dan perilaku etis peserta didik. Implikasi penelitian menegaskan bahwa pemanfaatan teknologi yang terencana dan berorientasi karakter dapat memperkuat internalisasi nilai-nilai keagamaan, sehingga guru perlu menguasai kompetensi pedagogi keagamaan berbasis teknologi untuk mewujudkan pembelajaran PAI yang berkualitas.

Guidance and counseling is assistance provided to students, either individually or in groups, so they can become more independent and develop optimally in various areas such as personal relationships, social relationships, learning, and careers. This assistance is provided through several types of services and activities in accordance with applicable regulations. Observation and interviews are among the methods used by guidance and counseling teachers to gather information in carrying out their duties at school. Guidance and counseling services at SMPN 2 Telukjambe Timur run smoothly. Guidance and counseling teachers play a creative, innovative, interactive, and communicative role in carrying out their duties. In addition, guidance and counseling teachers are also supported by the presence of Islamic Religious Education (PAI) teachers. The partnership between guidance and counseling teachers is very good and very important, because both have the same goal: to shape good character in students at school.

The personality competence of Islamic Religious Education (PAI) teachers has an important role in developing the religious character of students through example. However, the condition of some PAI teachers has not been consistent in implementing the personality competencies of teachers. This study aims to examine in depth how the contribution of the personality competencies of PAI teachers, especially in the aspects of work ethic, authority, and wisdom, to the development of students' religious character at SDIT SUIS Bogor. This study uses a qualitative research method with a phenomenological approach. The data collection methods used are observation, interviews and documentation. The validity of the data in this study was carried out the source triangulation technique and the method triangulation technique. The results of the study show that the personality competence of PAI teachers has an important role in developing the religious character of students. The aspects of work ethic, authority, and the wisdom of teachers have proven to contribute positively.

Model pembelajaran Student Teams Achievement Divisions (STAD) merupakan salah satu bentuk pembelajaran kooperatif yang menekankan kerja sama dalam kelompok heterogen untuk mencapai tujuan belajar bersama. Penelitian ini bertujuan untuk mengetahui dan menggambarkan implementasi model pembelajaran Student Teams Achievement Divisions (STAD) dalam pembelajaran Pendidikan Agama Islam dan Budi Pekerti (PAI-BP) di SMP N 1 Sampang Cilacap. Penelitian ini menggunakan pendekatan kualitatif dengan fokus pada pemaparan mendalami mengenai proses penerapan model STAD dalam kegiatan belajar mengajar. Data diperoleh melalui observasi, wawancara, dan dokumentasi. Data yang terkumpul diolah melalui tahapan reduksi data, penyajian data, serta penarikan kesimpulan, dan keabsahan data diuji dengan menggunakan triangulasi teknik. Penelitian ini menghasilkan deskripsi sebagai berikut: penerapan model pembelajaran Student Teams Achievement Divisions (STAD) dalam pembelajaran PAI-BP di SMP N 1 Sampang Cilacap dilakukan melalui beberapa tahapan.Pada tahap perencanaan, guru menyiapkan perangkat pembelajaran seperti Rencana Pelaksanaan pembelajaran (RPP), membentuk kelompok belajar secara heterogen, serta menyiapkan instrumen evaluasi berupa kuis. Pada tahap pelaksanaan, guru menyampaikan materi, membimbing diskusi kelompok, memberikan kuis, serta memberikan penghargaan bagi kelompok yang memperoleh nilai terbaik. Sedangkan pada tahap evaluasi, guru melakukan penilaian baik secara individu maupun kelompok untuk mengukur pemahaman dan keaktifan siswa. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran STAD mampu meningkatkan motivasi, kerja sama, tanggung jawab, dan keaktifan siswa dalam proses pembelajaran PAI-BP. Implikasi dari penelitian ini adalah penggunaan model STAD dapat menciptakan suasana belajar yang lebih aktif, interaktif dan menyenangkan sehingga pembelajaran PAI-BP menjadi lebih efektif dan bermakna.

This study aims to describe the experiences of Islamic Religious Education (PAI) teachers in facing multicultural challenges at MA Al Wardah Tembung. Using a qualitative phenomenological approach, data were collected through interviews, observations, and documentation. The results show that PAI teachers successfully manage student diversity through empathetic, inclusive, and contextual approaches. They instill the values of tolerance, brotherhood, and religious moderation, creating a harmonious learning atmosphere. Diversity in the school becomes a potential strength that enriches the learning process and shapes students’ open-minded and respectful character.

The rapid development of digital technology has influenced various aspects of life, particularly in education. Among students, the widespread use of social media provides opportunities for self-development while also posing serious risks to character formation if not properly managed. This study aims to examine the role of Islamic Education (PAI) teachers in addressing social media misuse among vocational high school students. The main objective is to identify and analyze the specific contributions of PAI teachers in guiding students’ religious character, ethical behavior, and digital responsibility. This research employed a descriptive qualitative approach, with primary data collected through interviews with PAI teachers and students at SMK 3 Bina Sejahtera Bogor, supported by secondary data from relevant literature. Data were analyzed thematically using triangulation techniques to ensure validity and reliability. The key findings highlight that PAI teachers perform three critical roles in preventing social media misuse: as role models (uswah hasanah), religious character builders (murabbi), and digital ethics guides (mursyid al-akhlaq). Their exemplary behavior, both offline and online, provides a moral benchmark for students, while religious activities foster self-discipline and moral awareness crucial for ethical digital conduct. These roles demonstrate the holistic function of PAI teachers as both knowledge transmitters and moral educators, reinforcing Islamic educational principles. This study advances understanding of Islamic education’s relevance in the digital era and suggests further exploration of integrated strategies combining digital literacy and Islamic values to enhance students’ resilience against social media’s negative effects.

Islamic Religious Education (PAI) plays a crucial role in fostering good morals in students, enabling them to develop Islamic character and face the challenges of the times with strong spiritual values. However, the implementation of PAI teaching in the field often still prioritizes traditional lecture methods, which lead to less student participation, boredom, and less than satisfactory learning outcomes. This small study aims to explore the PAI learning models and strategies implemented by teachers at the Al-Hidayah Foundation, the challenges they face, and their impact on students. This study used a qualitative approach with a case study method through in-depth interviews with PAI teachers. The results revealed that teachers have begun to integrate lecture methods with more innovative learning strategies such as contextual, cooperative, and technology-based, although their implementation has not always been consistent. The main challenges faced include limited infrastructure, a lack of professional training for teachers, and low learning motivation among some students. The visible impact is increased student engagement in the learning process when innovative strategies are implemented, although their effectiveness still needs to be strengthened with support from the institution and parents. Therefore, the Islamic Religious Education teachers at the Al-Hidayah Foundation not only function as teachers, but also as motivators and facilitators in the learning process to ensure that the goals of Islamic education can be achieved properly.

This research focuses on the role of Islamic Religious Education (PAI) teachers in actualizing the values of Ahlussunnah Wal Jamaah (Aswaja) Annahdliyah as one of the Islamic guidelines that develop and are firmly rooted in Indonesia. Aswaja values have distinctive characteristics that emphasize moderation, tolerance, and maintaining religious traditions that have been acculturated with local culture without abandoning the principles of Islamic law. In the context of education, Aswaja is an important foundation in shaping the character of students who are religious, nationalist, and able to appreciate diversity in a multicultural society. The purpose of this study is to find out: (1) how to implement the role of PAI teachers in integrating Aswaja values in the learning process at MA NU Assalafie Babakan Ciwaringin Cirebon, (2) problems that arise in the actualization process, such as limited student understanding, differences in family backgrounds, to the challenges of globalization currents that can affect religious understanding, and (3) efforts made by teachers to overcome them, for example, through a personal approach, strengthening Aswaja-based teaching materials, and collaboration with schools and parents. This study uses a qualitative method with a field study approach. Data was obtained through observation, in-depth interviews with madrasah heads, deputy heads of student affairs, and five PAI teachers, and documentation of learning activities. Data analysis was carried out through the stages of reduction, presentation, and conclusion drawn, then tested for validity with the source triangulation technique. The results of the study show that the role of PAI teachers is very crucial in maintaining the value of Aswaja so that it remains relevant and internalized in students.

Menjaga kesehatan raga dan jiwa menjadi salah satu kunci hidup yang seimbang dan berkualitas, namun saat ini kesehatan mental menjadi  isu krusial di kalangan remaja. Berbagai faktor seperti masalah keluarga, pertemanan, media sosial, trauma, dan tekanan pendidikan dapat mempengaruhi kondisi psikologis mereka. Sekolah memiliki peran dalam menjaga dan memperbaiki kesehatan mental peserta didik, salah satunya dengan cara Pengembangan Pendidikan Agama Islam. Tujuan dari kajian ini adalah untuk mendeskripsikan Pengembangan Pendidikan Agama Islam yang ada di SMP Muhammadiyah Wonosobo dalam menjaga kesehatan mental. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data wawancara, observasi dan dokumentasi terhadap pelaksanaan pembelajaran Pendidikan Agama Islam dan kegiatan keagamaan di lingkungan sekolah yang berkaitan dengan upaya penguatan kesehatan mental peserta didik. Hasil penelitian menunjukkan bahwa pengembangan PAI dan kegiatan keagamaan di lingkungan sekolah berperan penting dalam menjaga dan meningkatkan kesehatan mental peserta didik melalui kegiatan keagamaan, metode pembelajaran dan materi pembelajaran PAI. Selain itu, guru PAI dan Wakasek Kesiswaan juga menyatakan pentingnya penguatan nilai agama dan kesehatan mental untuk menciptakan lingkungan  belajar yang baik. Penelitian ini memberikan kontribusi dengan menunjukkan bahwa pengembangan PAI di sekolah dapat menjadi alternatif intervensi dini dalam isu kesehatan mental remaja.

In today's era of rapid globalization and modernization, each generation in Indonesia has distinct characteristics, particularly in their ways of thinking, interacting, and facing life's challenges. Generation Y (millennials) and Generation Z, who are now entering the world of education, have very different mindsets and adaptation methods compared to previous generations. One of the major challenges faced by educators is how to address these differences, particularly in teaching Islamic religious values and shaping students' religious character amidst the rapid development of technology and social dynamics. The transition from Generation Y to Generation Z brings significant changes in the world of education, particularly for Islamic Religious Education (PAI) teachers. Generation Z, more familiar with digital technology and the internet, often has a more interactive and visual learning style. They tend to prioritize fast and easily accessible information, and are more open to global cultural influences. This phenomenon presents new challenges for PAI teachers in delivering Islamic religious learning materials that are contextual, relevant, and easily understood by students. The transformation of PAI teachers in shaping students' religious character in this transitional era requires a deep understanding of existing social, technological, and cultural changes. Islamic Religious Education teachers are not only required to possess in-depth knowledge of religious teachings but also to be able to adapt teaching methods to suit the needs of today's students. For example, the use of digital technology in Islamic religious education can facilitate students' access to various relevant information sources, such as Islamic preaching videos, Islamic learning apps, or e-books that can enhance their understanding.  

Education serves as a cornerstone in the learning process of students to enhance intelligence, develop skills, and foster moral character in advancing the nation. Islamic Religious Education and Character (Pendidikan Agama Islam dan Budi Pekerti) plays a vital role in helping students shape noble character, cultivate responsibility, and behave in accordance with the values of Islamic faith. In this modern era, the teaching of Islamic Religious Education and Character faces various challenges that hinder the learning process. Therefore, teachers have an essential role in guiding, educating, and directing students to develop their cognitive, affective, and psychomotor abilities to achieve effective learning outcomes. This study aims to: (1) identify the problems faced in the teaching of Islamic Religious Education and Character; (2) explore the efforts or roles of Islamic Religious Education teachers in addressing these problems; and (3) examine the supporting and inhibiting factors that affect the role of teachers in overcoming the challenges of teaching Islamic Religious Education and Character at SMPN 3 Kalikajar. This research employed a qualitative method with a field research approach. Data were collected through interviews, observation, and documentation techniques. The findings of the study indicate that: (1) the problems in the teaching of Islamic Religious Education and Character at SMPN 3 Kalikajar include students’ low ability in reading the Qur'an, moral degradation, limited learning time allocation, and the diversity of students’ religious understandings; (2) the efforts or roles of Islamic Religious Education teachers in overcoming these problems include the use of active, innovative, and creative learning strategies, utilization of technology and digitalization, preparation of systematic teaching modules, implementation of learning evaluations, collaboration with fellow teachers to solve unresolved issues, involvement of parents, and reinforcement of religious values through Madrasah Diniyah programs; (3) the supporting factors include the shared Islamic background among students and the availability of adequate facilities and infrastructure, while the inhibiting factors are generally insignificant and mainly technical or situational in nature.

This study aims to determine the role of Islamic Religious Education (PAI) teachers in the formation of students' religious character at SMA Negeri 1 Selomerto Wonosobo and identify the supporting and inhibiting factors. This study uses a qualitative approach with a descriptive method. Data collection techniques are carried out through observation, interviews, and documentation of PAI teachers, students, and principals. The results of the study show that PAI teachers have an important role in shaping the religious character of students through various activities such as the habit of congregational prayers, reciting the Qur'an, reading Asmaul Husna, commemorating Islamic holidays (PHBI), and involvement in religious extracurricular activities. PAI teachers also play the role of teachers, guides, motivators, facilitators, and trainers in shaping students' religious attitudes. The supporting factors include a religious school environment, the support of the principal, collaboration between teachers, and the existence of structured religious programs. Meanwhile, the inhibiting factors found were the negative influence of social media, different family backgrounds of students, lack of student awareness, and limited time and resources. This study concludes that the success of the formation of students' religious character is greatly influenced by the active role of PAI teachers and the support of a conducive school environment.

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.

Pembelajaran Pendidikan Agama Islam (PAI) sering kali belum menyentuh aspek afektif dan sosial siswa dalam menghadapi realitas keberagaman, khususnya di lingkungan multikultural seperti Denpasar, Bali. Penelitian ini bertujuan untuk mendesain, melaksanakan, dan memformulasikan model pembelajaran PAI berbasis deep learning dalam membangun karakter pluralistik di MTs Al Ma’ruf Denpasar. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara mendalam, dan dokumentasi. Hasil penelitian menunjukkan bahwa pendekatan mindful learning, meaningful learning, dan joyful learning yang diintegrasikan secara sistematis mampu menumbuhkan kesadaran beragama yang inklusif, sikap toleran, dan empati antarsiswa. Model pembelajaran yang dihasilkan Model Integratif-Reflektif Deep Learning menawarkan sintesis antara nilai-nilai keislaman dan realitas sosial siswa dalam konteks madrasah. Temuan ini memperkaya literatur pedagogi Islam kontemporer dan memberikan implikasi praktis bagi guru, pengembang kurikulum, serta pengambil kebijakan dalam merancang pendidikan agama yang transformatif dan adaptif terhadap tantangan pluralisme.

This study aims to determine the values of gender equality in Daarussholah Pesantren-Based Junior High School (BP), the role of Islamic Religious Education (PAI) teachers in internalizing it, as well as the supporting and inhibiting factors in the process. This research uses a qualitative approach with a field method. Data were collected through observation, interviews, and documentation with the main informants, namely PAI teachers, students, and principals. Data analysis used the Miles and Huberman model which includes data collection, data reduction, data presentation, and conclusion drawing.The results showed that Daarussholah Pesantren-Based Junior High School has attempted to implement gender equality values through policies that support equal rights and opportunities between male and female students, both in learning, leadership, and extracurricular activities. These values include justice, equality, and freedom of expression without gender restrictions. PAI teachers play an important role as educators and role models, conveying these values through teaching, social interaction and support for the school's inclusive policies. Supporting factors for the internalization of these values are the progressive school policies and the diversity of the teaching staff. Meanwhile, the inhibiting factor is the immaturity of students' emotional intelligence.