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Afiful Ikhwan
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Al-Hayat: Journal of Islamic Education
Published by LETIGES
ISSN : 26571781     EISSN : 25993046     DOI : https://doi.org/10.35723
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
Al-Hayat: Journal of Islamic Education: e-ISSN: 2599-3046 (online) and p-ISSN: 2657-1781 (print), is an international journal published by the LETIGES. The journal focuses its scope on the issues of Islamic education and fully refers to theories, methods, and applications. We invite scientists, scholars, researchers, and professionals in the field of Islamic education to publish their research in our journal. *Educational Curriculum; *Educational Philosophy; *Educational Management; *Educational Psychology; *Educational History; *Educational in Theological Perspective; *Educational Sociology; *Educational Society; *Educational Political Science; *Educational Policy; *Spiritual Education; *Educational Local Wisdom-Based (madin, tahfidz school, Islam terpadu, etc) *Islamic Boarding School (pesantren); *Study of Madrasah (formal Islamic educational institutions); and others related to the perspective of Islamic education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 121 Documents
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Continuous Professional Development and the Dynamics of Teacher Professionalism Pepen supendi; Dewi, Septiani Maria; Lutpi Pauji Ismail; Pitria Pebrianti; Atip Purnama
Al-Hayat: Journal of Islamic Education Vol. 10 No. 2 (2026): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v10i2.409

Abstract

This study aims to analyze the implementation of Continuous Professional Development (CPD) in strengthening teacher professionalism in Madrasah Aliyah Negeri (MAN) throughout West Java. The study used a qualitative approach with a multi-site case study design in several purposively selected MAN. The researchers collected data through in-depthinterviews, observations, and documentation studies, then analyzed them using thematic analysis techniques through the stages of data reduction, data presentation, and conclusion drawing. The results show that the implementation of CPD has been carried out through various internal and external activities, such as Musyawarah Guru Mata Pelajaran (MGMP), In-House Training, academic supervision, and technology-based learning training. CPD contributes to strengthening professional knowledge, pedagogical and technical skills, as well as the formation of professional attitudes of teachers who are more reflective, disciplined, and open to learning evaluation. However, the effectiveness of CPD implementation is still influenced by program planning that is not fully based on teacher needs, limited post-training mentoring, and inconsistent implementation of training results. This study also shows that a collaborative culture, madrasah institutional support, and professional learning communities play an important role in supporting the sustainability of teacher professional development. This research contributes to strengthening the understanding that CPD is not only related to improving technical competence but also to the holistic development of teacher professionalism in the context of Islamic education. The implications of this research emphasize the importance of developing needs-based CPD, strengthening ongoing mentoring systems, and impact-based evaluation of learning practices

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