The Impact of In-Service Teacher Education Program on Competency Improvement Among Islamic Religious Education Teachers Using Self-Assessment

Abstract

Participation in PPG Daljab is essential for improving the performance of Islamic Religious Education (PAI) teachers and promoting internal quality assurance within teacher training institutes (LPTKs). However, how can we effectively assess participation, particularly for individual teachers? This quantitative study investigates the impact of in-service teacher education programs on PAI teachers’ competencies using individual self-assessment. This study involved 255 PAI teachers from three LPTKs under the Ministry of Religious Affairs: UIN Sunan Gunung Djati Bandung, UIN Sunan Kalijaga Yogyakarta, and UIN Syarif Hidayatullah Jakarta. Teachers’ competencies were measured across four dimensions: pedagogical, personality, social, and professional competence. The findings indicate that the PPG program effectively supported the self-development of PAI teachers who have obtained professional certification. The PPG program enhanced teachers’ competencies across all dimensions, with the most significant improvement in personality competence. However, in the professional dimension, areas such as learning evaluation and the use of technology and digital learning require further strengthening post-PPG program. This article provides recommendations for stakeholders to develop continuing professional education programs following the PPG program, taking into consideration PAI teachers’ lack of competence.

Keywords

• competence
• PPG
• in-service teacher education program
• self-assessment