<![CDATA[Teacher professionalism policy is a key pillar in efforts to improve the quality of national education. This study aims to analyze the teacher professionalism policy in Law No. 14 of 2005 concerning Teachers and Lecturers and Regulation of the Minister of National Education No. 16 of 2007 concerning Academic Qualification Standards and Teacher Competencies, and examine its importance to the quality of Islamic Religious Education (PAI). The method used is library research with a qualitative approach through policy analysis, thematic analysis, and comparative analysis of primary documents and the latest scientific literature. The research findings indicate that although the regulation provides a comprehensive normative framework, its implementation in the field still holds significant gaps. Certification and PPG programs tend to have a greater impact on improving teacher welfare than improving the quality of PAI learning. In the context of PAI, this alignment is evident in the dominance of conventional learning models, minimal internalization of spiritual values, and weak learning innovation. This study offers a conceptual model for strengthening PAI quality based on the integration of professional competencies, pedagogical-spiritual, and a holistic approach that is relevant to the challenges of 21st-century education. Abstrak Kebijakan profesionalisme guru merupakan pilar utama dalam upaya peningkatan mutu pendidikan nasional. Penelitian ini bertujuan menganalisis kebijakan profesionalisme guru dalam UU No. 14 Tahun 2005 tentang Guru dan Dosen serta Permendiknas No. 16 Tahun 2007 tentang Standar Kualifikasi Akademik dan Kompetensi Guru, dan mengkaji implikasinya terhadap mutu Pendidikan Agama Islam (PAI). Metode yang digunakan adalah library research dengan pendekatan kualitatif melalui analisis kebijakan, analisis tematik, dan analisis komparatif terhadap dokumen primer dan literatur ilmiah terbaru. Temuan penelitian menunjukkan bahwa meskipun regulasi tersebut menyediakan kerangka normatif yang komprehensif, implementasinya di lapangan masih menghadapi kesenjangan signifikan. Program sertifikasi dan PPG cenderung lebih berdampak pada peningkatan kesejahteraan guru daripada peningkatan kualitas pembelajaran PAI. Dalam konteks PAI, kesenjangan ini tampak dari dominasi model pembelajaran konvensional, minimnya internalisasi nilai spiritual, dan lemahnya inovasi pembelajaran. Penelitian ini menawarkan model konseptual penguatan mutu PAI berbasis integrasi kompetensi profesional, pedagogik-spiritual, dan pendekatan holistik yang relevan dengan tantangan pendidikan abad ke-21.]]>
Copyrights © 2026
