<![CDATA[Penelitian ini bermaksud untuk mengkaji strategi pengembangan profesionalisme guru Pendidikan Islam berdasarkan kajian literatur. Penelitian ini meneran metode kualitatif dengan pendekatan studi kepustakaan dengan sumber data yang berasal dari buku, jurnal ilmiah, dan dokumen kebijakan pendidikan. Peneliti memanfaatkan teknik analisis isi guna menganalisa data lewat tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pengembangan profesionalisme guru Pendidikan Islam merupakan proses yang berkelanjutan dan mencakup berbagai aspek, yaitu kompetensi pedagogik, profesional, kepribadian, dan sosial. Strategi pengembangan meliputi peningkatan kualifikasi akademik, pelatihan berkelanjutan, supervisi akademik, penguatan kompetensi, penelitian tindakan kelas, pemanfaatan teknologi, serta pembentukan komunitas belajar. Selain itu, faktor pendukung seperti kebijakan pemerintah, kepemimpinan kepala sekolah, dan motivasi guru berperan penting dalam mengembangkan profesionalisme. Adapun faktor penghambat meliputi keterbatasan akses pelatihan, rendahnya budaya literasi, serta beban kerja yang tinggi. Penelitian ini menyimpulkan bahwa pengembangan profesionalisme guru Pendidikan Islam memerlukan pendekatan yang holistik dan terintegrasi dengan melibatkan berbagai pihak. Upaya ini diharapkan mampu meningkatkan kualitas pendidikan Islam secara berkelanjutan. This study aims to examine the strategy for developing Islamic Education teacher professionalism based on a literature review. This study employs a qualitative method with a library research approach, with data sources derived from books, scientific journals, and educational policy documents. The researcher utilized content analysis techniques to analyze the data through the stages of data reduction, data presentation, and drawing conclusions. The results indicate that developing Islamic Education teacher professionalism is a continuous process and encompasses various aspects, namely pedagogical, professional, personality, and social competencies. Development strategies include improving academic qualifications, ongoing training, academic supervision, competency strengthening, classroom action research, technology utilization, and the formation of learning communities. In addition, supporting factors such as government policies, principal leadership, and teacher motivation play an important role in developing professionalism. Inhibiting factors include limited access to training, low literacy culture, and high workloads. This study concludes that developing Islamic Education teacher professionalism requires a holistic and integrated approach involving various parties. This effort is expected to improve the quality of Islamic education in a sustainable manner.]]>
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