Corresponding Author: M. Edi Suharsongko
E-mail: [email protected]
INTRODUCTION
Teacher personality competency is still a relevant theme, in line
with the development of science and the population growth rate, which has
brought changes to social, political, economic, religious, and cultural values.
As one of the most essential components in education, teachers also feel the
impact. From year to year, changes in social, political, economic, and other
values have changed teacher performance, including that teachers are no longer
understood monolithically and are not the only source of knowledge. Therefore
teachers must create a learning atmosphere in an interactive class by acting as
a teacher and educators, mentors, motivators, and so on. Teachers, in Diana
Pritchard Paolitto's view, must appear with high performance with the support
of an adequate level of knowledge(Block, 2009). The Islamic education system still
tends to be more focused on history than on the direction of future
development, so it requires refreshment and development in its structure (Mariyono et al., 2023)
As described in Law No. 14 of 2005 concerning Teachers and
Lecturers Article 1 Paragraph 10, "Competence is a set of knowledge,
skills, and behaviors that must be owned, internalized, and mastered by a
teacher or lecturer in carrying out professional tasks" (Motors & Europe, 2003). Furthermore, Article 10,
Paragraph 1: (1) pedagogic competence, (2) personality competence is the
ability of a solid personality, noble, wise, and authoritative as well as being
a role model for students, (3) professional competence (4) social competence. The
teacher's role is not only limited as a conveyer of subject matter, but also as
a guide in exploring student potential. Teachers are not the only source of
knowledge, nor are students just containers to be filled (Mariyono dkk., 2023)
Personal competence is an inseparable need for a teacher (Ardiningrum dkk., 2021). Competence is the
ability and attractiveness of a teacher to carry out his responsibilities as a
teacher and educator that can arise from within him or outside influences that
arise when he carries out his daily obligations. It was born through a
relatively long process, commonly called the learning process, that an educator
must pass before directly dealing with students.
The teacher is an adult, responsible, capable, and dedicated to
being a teacher and educator for students and other people who need it (Hairuddin, 2013). A teacher must be mature in
attitude, make decisions, and set an example for those around him. A teacher
must be responsible for all things outside the school environment, especially
in the school environment, and responsible for preventing immoral and heinous
acts that cause moral and ethical damage, even to the destruction of the
morality of society in general. A teacher must also master the subject matter
and master strategies and teaching methods skillfully and practically in the
field that can encourage students to learn and know about wisdom (Rohman Hakim, 2021). The teacher is wise, so
he transmits his wisdom (The teacher who taught him wisdom).
Therefore, it is necessary to study in more depth the concept of
education and personality based on the verses of the Qur'an, departing from the
theological and sociological context of the problem. Success in living a
person's life will be determined by his ability to face the challenges that
come while living in this world. Likewise, a teacher, in practice, is expected
to have high expertise to foster strong competitiveness to overcome existing
challenges and, of course, be successful in carrying out his responsibilities
as an educator.
Several aspects of the personality competence of Islamic religious
education teachers must reflect the personal characteristics of Rasulullah
Muhammad SAW, namely Shidd�q (صديق), Shidd�q means
accurate, honest, and candid (Shabir dkk., 2023)Am�nah
(أمانة) Amanah means trusted. In particular,
Amanah means returning something that has been entrusted by someone to him,
Tabl�g ( تبليغ ); Tabl�g is conveying, namely
conveying revelations and teachings from Allah swt. Because of that, whatever
was revealed to him, nothing was hidden; everything was conveyed, including
what was related to him; even though it was unpleasant, it was like a rebuke
delivered by Allah SWT. to him, Fath�nah ( فطانة),
the attribute that is obligatory for the Prophet is Fath�nah or intelligent.
Intellectual intelligence does not need to be doubted because he has to
memorize thousands of verses in a short time, Istiq�mah
(استقامة), one of the guidelines that
must be realized by every person who claims to be a believer is Istiq�mah or
having a solid stance in defending and proving the values of faith, Shabar (
ألصّبر ) Shabar and gratitude are united in
the character of the Prophet Muhammad's life, this is because life is good or
bad when we look at it from the worldly side, and Ikhl�sh
(إخلاص) In doing charity, every Muslim must have
intentions and motivations, namely sincere because of Allah SWT. Human charity
is very dependent on its intentions (Taufiq, 2019).
Teacher's personality competencies in the perspective of the
Qur'an in learning include Al-Murabbi and Educational Control
(الْمُرَبِّي).
Muhammad Abu Zahrah explained that the meaning of the affixation of the word
rabb�n� to the name of Allah shows that a believer has a light reflected in his
morals. Al-Muʻallim and Teaching Control (
اَلْمُعَلِّمُ
), the Big Indonesian Dictionary writes Muslim with one letter l, namely
Muslim, with the meaning of (1) a person who is a religious expert; religious
teacher (2) guide. Mu'allim also means a ship officer with a diploma in
nautical, commercial shipping (Dictionary Compilation Team: 1994). Mudarris and
Learning Control (رِّسُ
اَلْمُدَ), Educators should be
responsible for conveying knowledge to their students that can foster thinking,
spiritual, physical, emotional and also social. Muaddib and Attitude Control (
اَلْمُؤَدِّبُ),
Muaddib intends to educate towards beautifying students' morals. Educators who
are muddied are individuals who are responsible and carry out civilization
education in a broad and deep sense of the personality and life of students.
Al-Mursyid and Guidance Control
(اَلْمُرْشِدُ),
the word murshid comes from the word irsyada, which is giving instructions. In
other words, murshid means someone skilled in giving instructions regarding the
Sufis, especially in the spiritual field. Mudarrib and Control of Habits
(اَلْمُدَرِّبُ),
the first role of the teacher is Muslim (teach) as a teacher who conveys valuable
knowledge to students. The science in question is science that focuses more on
reason.
Based on the description above, a teacher must have a personality
to carry out his noble duties. The stronger the teacher's Understanding of
personality and ownership of these traits, the stronger the implementation of
education that takes place in society.
METHODS
The approach
to be used in this study is a mixed method, which applies a qualitative and
quantitative descriptive approach simultaneously (�Ethics and teaching: a religious perspective on revitalizing
education,� 2010). The stages of data collection will be
carried out simultaneously. Qualitative data will be collected through in-depth
interviews and focus group discussions, and interviews will be conducted
face-to-face or offline. Then to collect quantitative data carried out by test
using a test instrument. Quantitative data to deepen qualitative data analysis
so that a more comprehensive analysis will be produced rather than just relying
on qualitative data alone (Dewi, 2022). Quantitative and qualitative data
will be analyzed to determine the level of achievement of teachers in
developing pedagogic competencies, professional competencies, and personality
competencies so that teachers are expected to be professional in carrying out
their learning tasks, besides that the results of this study will improve
teacher performance, provide consideration to school principals, supervisors or
department education in giving reward and punishment as well as motivating
teachers to work optimally.
Documentation
studies are used to collect information by studying documents related to
pedagogical, professional, and teacher personality competence contained in the
Al-Qur'an (Block, 2009). Literature study is a series of
activities related to methods of collecting library data, reading and taking
notes, and managing research materials, including studying reading sources that
can provide information that has to do with concepts and theories about
pedagogic competence, professional competence, and teacher personality
competence contained in the Al-Qur'an.
RESULTS AND
DISCUSSION
Implementation
of Teacher Personality Competence
Islamic Religious Education in South
Tangerang
City
Philosophical
Basis for the
Strategic Plan of the Islamic Religious and Religious Education Section of the Ministry of Religion of South
Tangerang City for 2019-2024: (a) Religion as a
source of spiritual, moral, and ethical values for the life of society, nation,
and state, (b) Religious education and Islamic religious education as the basis
for the formation of character and manners as well as national identity (Istianah & Surya, 2021). The five pillars of the
work culture of Ministry of Religion Employees: Upholding the Values of
Integrity, Professionalism, Innovation, Responsibility, and Exemplary as the
spirit of the work culture of the Ministry of Religion. Policy Direction of the Religious Education Section of Islamic Religion Ministry of Religion of South Tangerang City :
(a) Improving
the quality of Islamic Religious Education in Early Childhood and Basic
Education, (b) Improving the quality of Islamic Religious Education in
Secondary Education, (c) Improving the quality of Diniyah and Al-Quran
Education, (d) Improving the quality of Islamic Boarding School Education (Katon, 2022)
The vision of
the Fern Section
of the Ministry of Religion of South Tangerang City: " The Realization of a Generation of South Tangerang that is Smart, Independent and Has
Good Morals" (M. et al.: 2021). Its missions are: (1) to improve the quality of human
resources to create excellent service, (2) Having data on all Islamic religious
education teachers in schools, Madrasah Diniyah, Al-Qur'an Education Parks, and
Islamic Boarding Schools, (3) to establish harmonious cooperation with the
Government South Tangerang City and related agencies in an effort to improve
the Welfare of Islamic religious education teachers, Diniyah, Al-Qur'an Parks
and Islamic Boarding Schools, (4) Encouraging
the realization of effective Islamic religious education learning in schools by
implementing ICT-based learning, (5) Improving Professionalism of Islamic
religious education teachers, (6) Playing an active role in realizing the
quality and professional Diniyah Education, Al-Qur'an Gardens and Islamic
Boarding Schools, (7) Encouraging the establishment of Adequate Early Education
Facilities, Al-Qur'an Parks and Islamic Boarding Schools.
Program Targets 20 19-2024: (a) Islamic Religious Education in Early Childhood Education, (b) Islamic
Religious Education for Elementary Education Students, (c) Islamic Religious
Education for Secondary Education Students, (d) Early Education Students and
Taman Students Al-Quran Education, (e) Education in Islamic Boarding Schools (Cantika &
Akmal Tarigan, 2022). Fields of Work on the Fern Section of the Ministry of Religion
of South Tangerang City : (a) Islamic
Religious Education in Schools, (b) Diniyah Takmiliyah Education, (c) Al-Qur'an Education, (d) Islamic Boarding School Education.
In terms of the number of available Islamic Religious Education
teachers, both civil servants and non-PNS, it can be seen in the following
table:
Table 1. Number of Islamic Religious
Education (PAI) Teachers
|
Description
|
Man
|
Woman
|
Amount
|
|
PNS PAI teacher
|
119
|
97
|
216
|
|
Non-PNS PAI Teachers
|
300
|
245
|
545
|
|
Certified PAI Teacher
|
187
|
153
|
340
|
|
Non-Certification Teacher
|
232
|
189
|
421
|
The data was obtained by referring
to official data from the Islamic religious and religious education section of
the office of the Ministry of Religion of the City of South Tangerang in 2021,
which is contained in the book Reaching Hope to Reach Performance (Religious
and Islamic Religious Education Section of the Ministry of Religion of South
Tangerang City) compiled by the drafting team. This data is also the basis for
collecting data on the performance assessment of Islamic Religious Education
Teachers.
Personality Competence of Islamic Religious Education Teachers
Teacher
performance assessment is critical to measure the success of education.
According to Martinis Yamin and Maisah (2010), appraisal performance is
assessed to determine success or failure. Performance appraisal is a picture or
a systematic description of a person or group's strengths and weaknesses (Suwardi, 2020). Individual performance
appraisal is beneficial for the dynamics of organizational growth as a whole;
through this assessment, the actual conditions of how employees are performing
can be seen. For this reason, in evaluating teacher performance, teacher
competency is a point that must be assessed. According to Law Number 14 of 2005
concerning Teachers and Lecturers, article 10 states that teacher competence
includes pedagogic competence, personality competence, social competence, and
professional competence obtained through professional education (Rakhma, 2022). National education policy in
Indonesia is directed towards quality learning/guidance for students. One of
the primary keys to quality learning/guidance is the fulfillment of standard
learning processes carried out by subject teachers, class teachers, and
guidance teachers.
Table 2. Assessment Criteria
|
PKG PAI
Value
|
Criteria
|
Process
|
|
91-100
|
Very good
|
125
|
|
76-90
|
Good
|
100
|
|
61075
|
Enough
|
75
|
|
51-60
|
Currently
|
50
|
|
< 50
|
Not enough
|
25
|
Results of Personality Competency Test for Islamic Religious Education Teachers School in South Tangerang City
Regulation of the Minister of
Religion of the Republic of Indonesia Number 10 of 2010 concerning the
Organization and Working Procedures of the Ministry of Religion in Part Six of
the Directorate of Islamic Religious Education Article 194 The Directorate of
Islamic Religious Education has the task of carrying out the formulation and
implementation of policies, standardization and technical guidance and
evaluation in the field of Islamic religious education. The Islamic Religion
Teacher Competency test was carried out based on the Minister of Religion
Regulation. Below is the implementation of the competency exam that has been
carried out in the Islamic Religion and Religious Education section of the
Ministry of Religion, South Tangerang City(Risnawati & Priyantoro, 2021)
2019 Islamic
Religious Education Teacher Competency Test (Aspects of pedagogical competence and professional competence)
The results of the Performance
Assessment of Islamic Religious Education Teachers in the city of South
Tangerang in the form of a recapitulation of the results of the Performance
Assessment of Islamic Religious Education Teachers at each level are as
follows:
a.
Performance
Assessment of Kindergarten Islamic Religious Education Teachers, The 2019
Kindergarten (TK) Islamic Religious Education Teacher Performance Assessment in
South Tangerang City is as follows: Results of Islamic Religious Education
Teacher Performance Assessment on Pedagogic Competence and Kindergarten level
professional Competence South Tangerang City which was held in 2019 with the
results as described above, the average value is less, namely: 44,67.
Graph 1.
Performance of Kindergarten (TK) Islamic religious education teachers
b.
Assessment of
the performance of elementary school Islamic religious education teachers (SD)
in South Tangerang City in 2019 with the results described above, the average
value is less, namely: 49.94.
Graph 2.
Performance of Elementary School (SD) Islamic religious education teachers
c.
Islamic
Religious Education Performance Assessment for Junior High Schools: The 2019
Islamic Religious Education Teacher Performance Assessment for Junior High
School (SMP) level in South Tangerang City is as follows: The results of the
performance assessment for Islamic Religious Education Teachers are certified
at Pedagogic competence and professional competence at the Junior High School
level (SMP) South Tangerang City which was held in 2019 with the results as
described above, the average value is less, namely: 53.54 (Ministry of Religion
for South Tangerang City: 2019).
Graph 3. Performance of Islamic religious education teachers in
junior high schools (SMP)
d.
Performance
Assessment of Islamic Religious Education Teachers for senior high schools
(SMA)/vocational high schools (SMK): On the Performance Assessment of Islamic
Religious Education Teachers at the 2019 Senior High School/Vocational High
School Park level in South Tangerang City as follows: Results of Education
Teacher Performance Assessment Islamic Religion in Paedagogic competence and
professional competence at the Senior High School / Vocational School (SMA / K)
level of South Tangerang City which was held in 2019 with the results as
described above, the average value is less, namely: 47.85.
Graph 4.
Performance of SMA/SMK Islamic religious education teachers
e.
Looking at
the results of the performance assessment of Islamic Religious Education
Teachers on Paedagogic competence and professional competence at the South
Tangerang City School level, which were held in 2019 with the results as
described above, the average value is less, namely: (1) For the Kindergarten
level the average value is less, namely: 44.67, (2) For the SD level, the
average value is less, namely: 49.94, (3) For the SMP level, the average value
is less, namely: 53.54, (4) For the SMA/K level, the average value less namely:
47.85.
So it can be
concluded that the performance assessment of Islamic Religious Education
Teachers on Paedagogic Competence and Professional Competence at the South
Tangerang City School level, which was held in 2019 with the results in the
Poor Category, which is below a score of 50 in the Kindergarten, Elementary,
High School/K Education levels and the Moderate category in the range of
numbers 51 � 60 at the junior high school level.
Islamic Religious Education
Teacher Competency Test in 2022 Aspects of personality competence
The results of the 2022 PAI Teacher Performance Assessment on the personality
aspects are as follows:
a.
Performance
Assessment of Islamic Religious Education Teachers in 2022 on Competency
Assessment 8: Act under Indonesian national religious, legal, social, and
cultural norms (94%): (1) Teachers respect and promote the principles of
Pancasila as the basis of ideology and ethics for all citizens Indonesia (98%),
(2) Teachers develop cooperation and foster togetherness with colleagues
regardless of existing differences (for example ethnicity, religion, and
gender) (94%).
Graph 5.
Personality Acting according to Religious Norms, Law. Social and Culture
b.
Performance
Assessment of Islamic Religious Education Teachers in 2022 on Assessment for
Competence of mature and Exemplary personal (81%): (1) Teachers behave politely
in speaking, look polite towards all students, parents, and colleagues (99%),
(2) Teachers want to share experiences with colleagues, including inviting them
to observe how they teach and provide input (55%), (3) Teachers can manage
learning which proves that teachers are respected by students so that all
students always pay attention to teachers and participate actively in the
learning process (74%), (4) Teachers are mature in accepting input from
students (96%), (5) Teachers behave well to create a good image for the
madrasah (88%).
Graph 6.
Adult and Exemplary Personality
c.
Performance
Assessment of Islamic Religious Education Teachers in 2022 on Competency
Assessment Work ethic, high responsibility, and pride in being a teacher (73%):
(1) The teacher starts and ends learning on time (92%), (2) If the teacher have
to leave class, the teacher activates students by doing productive things
related to the subject, and asks picket teachers or other teachers to supervise
the class (58%), (3) Teachers fulfill teaching hours and can do all other
activities outside of hours teach based on permission and approval of the
school management (56%), (4) The teacher asks permission and notifies earlier,
by providing valid reasons and evidence if they do not attend planned
activities, including the learning process in class (57%), (5 ) Teachers
complete all administrative and non-learning tasks in a timely manner according
to established standards (57%), (6) Teachers use free time besides teaching for
productive activities related to their assignments (94%), (7) Teachers
contribute to developing madrasas and having achievements that have a positive
impact on the excellent name of madrasas (92%), (8) Teachers feel proud of
their profession (95%).
Graph 7. High Responsibility Work Ethic and a sense of pride
Suppose you look further at some
performance achievement indicators on personality competencies. In that case,
they are as follows: Performance Assessment of Islamic Religious Education
Teachers in 2022 on competency assessment acts under Indonesian national
religious, legal, social, and cultural norms with an average percentage (94%):
with a description (1) Teachers respect and promote Pancasila principles as the
basis of ideology and ethics for all Indonesian citizens (98%), (2) Teachers
develop cooperation and foster togetherness with colleagues regardless of
differences (for example ethnicity, religion, and gender) (94 %). In the above
category, the assessment criteria Showing a mature and exemplary personality
(81% fully fulfilled and 19% partially fulfilled) can be categorized as a Good
rating.
For assessment of mature and exemplary personality competencies
with an average percentage (81%), with a description: (1) Teachers want
to share experiences with colleagues, including inviting them to observe how
they teach and provide input (55% fully fulfilled and 45% partially fulfilled)
then it can be categorized as Medium assessment, (2) The teacher can manage
learning which proves that the teacher is respected by students so that all
students always pay attention to the teacher and participate actively in the
learning process (74% fully fulfilled and 26% partially fulfilled) then can be categorized
as an adequate assessment.
Personality
Competency Assessment Work ethic: high responsibility, and a sense of pride in
being a teacher, with an average percentage (73%), with a description: (1) If the teacher has to leave class, the teacher activates students
by doing productive things related with subjects, and asking picket teachers or
other teachers to supervise the class (58% fully
fulfilled and 42% partially fulfilled) then it can be categorized as a
Medium rating; (2) Teachers fulfill teaching hours and can carry out all other
activities outside of teaching hours based on the permission and approval of
the school management (56% are fully fulfilled and 44% are partially fulfilled)
so that it can be categorized as a Medium rating; (3) The teacher asks for
permission and notifies earlier, by providing valid reasons and evidence if
they do not attend planned activities, including the learning process in class
(57% are fully fulfilled and 43% are partially fulfilled) then it can be
categorized as a Medium rating; (4) The teacher completes all administrative
and non-learning tasks in a timely manner according to the standards set (57%
fully fulfilled and 43% partially fulfilled) so that it can be categorized as a
Medium rating.
Personal competence of Islamic
religious education teachers from the perspective of the Koran in South
Tangerang City
From the
perspective of the Koran, improving the quality of religious teachers is very
important because religious teachers have a central role in spreading Islamic
teachings and guiding people to understand religion correctly. Here are some of
the assessment indicator points:
a.
Personal Qualities (50.25%): Strengthen their personal qualities by
following and applying the teachings of the Al-Quran in daily life. This
includes obeying God, good ethics, patience, honesty, and humility.
b.
Knowledge of Religion (69.92%): Has a deep understanding of the Al-Quran
and the Sunnah of the Prophet Muhammad SAW. Knowledge of Islamic history,
central teachings, interpretation of the Koran, and Shari'a laws is essential
so that they can convey religious teachings correctly.
c.
Teaching Ethics (71.72%): able to adopt good teaching ethics. They must
be able to understand the needs of students and use appropriate teaching
methods so that religious messages can be conveyed efficiently and effectively.
d.
Diversity (77.79): Respect and understand the diversity within society
and their class. They should strive to create an environment that is inclusive
and respectful of different views, cultures, and traditions.
e. Encouraging Critical Understanding
(55.98%): Teachers should encourage students to understand the Al-Quran
critically and teach them to question and seek answers to religious questions
wisely.
f.
Contextual Understanding (65.57%): teaches the Koran by understanding the
context of its verses and the circumstances surrounding the revelation. This
helps so that the messages of the Al-Quran can be applied in a relevant way in
everyday life.
g.
They are cultivating Love for Al-Quran (81.73%): helping students to
develop love and affection for Al-Quran. They should provide inspiring examples
of how the Koran can change a person's life and provide guidance in facing
life's challenges.
h.
Development of Communication Skills (61.75%): hone their communication
skills to convey the teachings of the Koran effectively and convincingly. Good
communication can help students understand and internalize religious messages
more quickly.
The results of the assessment of Islamic
Religious Education Teachers related to Personality competencies according to
the Qur'anic view can be seen in the following graph:
Graph 8. Teacher Personality
Competence in Al-Qur'an Perspective
Of the
eight indicators above, personal quality has the lowest percentage (50.25%).
This means that teachers must continue to strive to improve their personal
qualities continuously. However, from the results of these competencies, it has
an average percentage score (84.76%), so
it can be categorized as an Enough rating.
CONCLUSION
Improving the quality of personality competence of teachers of Islamic
religious education from the perspective of the Qur'an in South Tangerang City
is carried out by coaching through training, workshops, studies, and research
with the hope: An Islamic religious education teacher (PAI) must have a deep
understanding of Islamic teachings, including Al-Quran, Hadith, Islamic
History, and the practice of worship. Solid knowledge of Islamic doctrine,
ethics, and values is essential to properly transmit the subject matter and set
a good example to students.
Competent Islamic religious education (PAI) teachers must be able to
teach in a method that suits the needs of students. Using a creative,
interactive, and inclusive approach can help students be more interested and
understand the material better. An effective Islamic religious education (PAI)
teacher must understand the diversity in his class, such as the level of
students' Understanding of religion, cultural background, and individual
learning styles. By understanding these differences, teachers can adapt their
teaching methods to ensure each student gets the maximum benefit from Islamic
religious education (PAI) lessons.
Teachers must be able to build trusting relationships with students,
respect the freedom of religion, and avoid spreading personal or extreme views
in teaching religion. Islamic religious education (PAI) teachers must also be
able to integrate Islamic values into their daily learning activities. A
competent teacher should always strive for self-improvement by attending
relevant training, seminars, or courses to keep abreast of the latest
developments in Islamic education and religion.
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