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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Media Manajemen Pendidikan
Alfin Mustikawan
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HUBUNGAN ANTARA KOMPETENSI GURU DENGAN KEMAMPUAN GURU PAI DALAM INOVASI DAN EVALUASI PEMBELAJARAN PAI DI MADRASAH IBTIDAIYAH DI ACEH TAMIANG Eva Sari Wati Tampubolon; Samsul Susilawati; Alfin Mustikawan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36297

Abstract

The main problem of this study is the suboptimal role of Islamic Religious Education (PAI) teachers in innovating and conducting comprehensive learning evaluations. Although PAI teachers bear a major responsibility in shaping students’ character and morals, there are still limitations in implementing innovative teaching methods and carrying out effective evaluations. This highlights the need to examine the extent to which teachers’ competencies: covering pedagogical, personal, social, and professional aspects are related to their ability to innovate and evaluate learning. The aim of this study is to analyse the relationship between teachers’ competence and the ability of PAI teachers to innovate, as well as the relationship between teachers’ competence and their ability to conduct learning evaluations in Islamic Primary Schools (Madrasah Ibtidaiyah) in Aceh Tamiang Regency. This research employs a quantitative approach with a correlational design. The population consists of all PAI teachers in the Islamic primary schools within the regency, using a total sampling technique so that all teachers serve as respondents. Data were collected through questionnaires, interviews, and documentation, and the instruments were tested for validity and reliability. Data analysis utilised Pearson’s Product Moment correlation and simple linear regression analysis. The findings show a positive and significant relationship between teachers’ competence and their ability to innovate, as well as between teachers’ competence and their ability to conduct learning evaluations in PAI. The higher the teachers’ competence, the greater their ability to implement effective and sustainable innovation and evaluation in PAI teaching.
Safety Nets and Turning Points: Managing Collaboration and Innovation for Teacher Efficacy in Teaching Assistant Program Alfin Mustikawan; Ahmad Rosikhul Fahmi; Saputra, Moh. Aditya Hadi; Afrilsyah, Ahmad Albert
Media Manajemen Pendidikan Vol 8 No 3 (2026): Februari 2026
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/mmp.v8i3.21083

Abstract

This study explores the managerial dynamics of the Teaching Assistant Program (TAP) in bridging the theory-practice gap for pre-service teachers. It investigates how collaboration and innovation are managed to form professional self-efficacy within an Islamic higher education context. Employing a transcendental phenomenological design, this study analyzed the lived experiences of eight pre-service teachers selected through purposive sampling. Data were gathered via in-depth interviews to 8 informants and analyzed using systematic thematic analysis. The study reveals that teacher efficacy is not a static outcome but a dynamic construction forged through the interplay of "safety nets" and "turning points." Collaboration with mentors functions as a psychological safety net that provides essential social persuasion, enabling students to take risks. Subsequently, pedagogical innovation serves as the turning point that generates authentic mastery experiences. However, the study identifies a critical managerial barrier: infrastructure disparities among partner schools often hinder this process, creating an "efficacy divide." Sustainable efficacy is further achieved through the cognitive reframing of failure from a personal burden to a professional challenge. The findings suggest that Teacher Education Institutions (LPTKs) must manage TAP not merely as an administrative placement but as a comprehensive psychological intervention. Management must standardize mentor support protocols and address facility gaps to ensure equitable professional development for all candidates.
Co-Authors Afrilsyah, Ahmad Albert Ahmad Rosikhul Fahmi Eva Sari Wati Tampubolon Samsul Susilawati Saputra, Moh. Aditya Hadi