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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Rafani Azzam, Gattan
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PENGEMBANGAN KOMPETENSI KEPRIBADIAN GURU DALAM MENINGKATKAN PROFESIONALISME GURU: KAJIAN LITERATUR SISTEMATIS Rahmawati, Silvi; Salwa Salafiyah, Siti; Muhammad Sandia, Fadel; Rafani Azzam, Gattan; Mursidin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48384

Abstract

Personality competence is an important aspect of teacher professionalism because it is related to integrity, emotional stability, maturity, exemplary behavior, and the quality of interaction with students. This study aims to analyze the concepts, dimensions, formative factors, development strategies, and impact of personality competence on teacher professionalism. The method used in this study is a systematic literature review by adapting the PRISMA 2020 flow. Data were obtained from SINTA-indexed journal articles and Google Scholar published from 2018 to 2025. A total of 14 articles met the inclusion criteria and were analyzed using thematic content analysis. The findings show that personality competence includes being steady, stable, mature, wise, authoritative, morally upright, polite, reflective, and exemplary. This competence is shaped by internal, external, and institutional factors. Its development strategies include character-based training, self-reflection, mentoring, coaching, learning communities, transformative supervision, and the strengthening of moral and spiritual values. This review emphasizes the importance of personality competence in developing teacher professionalism.
CONCEPTUAL MODEL FOR THE PROFESSIONAL DEVELOPMENT OF ISLAMIC RELIGIOUS EDUCATION TEACHERS BASED ON PEDAGOGICAL CONTENT KNOWLEDGE AND REFLECTIVE PRACTICE Rafani Azzam, Gattan; Nuraina Thahira, Amisha; Fakhrun Nizar, M. Akmal; Mursidin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.44704

Abstract

The professional development of Islamic Religious Education (PAI) teachers continues to encounter obstacles in the integration of pedagogical competencies with critical reflection, which leads to learning that is less adaptive to the dynamics of modern education and is partial. The necessity of a conceptual paradigm that can systematically connect the dimensions of knowledge and reflective practice is suggested by this condition. It is the objective of this research to establish a conceptual framework for the professional development of PAI instructors that is founded on reflective practice and Pedagogical Content Knowledge (PCK). Using library research, the research employs a qualitative approach that involves the analysis and synthesis of pertinent literature. According to the research findings, the integration of reflective practice and PCK results in a professional development model that is holistic, dynamic, and cyclical. PCK serves as the cognitivepedagogical foundation, while reflection functions as an evaluative mechanism for continuous improvement. Teachers can cultivate learning that is more contextual, adaptive, and meaningful through the implementation of this model. The theoretical contributions of this research enrich the study of teacher professionalism, while also having practical implications for policymakers, educational institutions, and teachers in the development of more sustainable and effective professional development strategies.
Co-Authors Fakhrun Nizar, M. Akmal Muhammad Sandia, Fadel Mursidin Nuraina Thahira, Amisha Rahmawati, Silvi Salwa Salafiyah, Siti