cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
NASIKHIN@walisongo.ac.id
Phone
+62882007087305
Journal Mail Official
NASIKHIN@walisongo.ac.id
Editorial Address
Semarang Jawa Tengah
Location
Kota semarang,
Jawa tengah
INDONESIA
Research Journal on Teacher Professional Development
Published by Universitas Islam Negeri Walisongo Semarang
ISSN : 29880432     EISSN : 29880432     DOI : -
Core Subject : Education, Social,
Education Social Sciences Other
The Research Journal on Teacher Professional Development (RJTPD), ISSN 2988-0432 journal is a means to publish various research results in education and learning in the realm of early childhood education, basic education, secondary edu cation, and higher education. It is hoped that various research results and scientific studies published can contribute to the development of science, technology, and the arts in order to support the realization of professional educators. The Focus of Research Journal on Teacher Professional Development is to provide readers with a better understanding of professional Teacher Education from various perspectives, which includes library research and field studies, and presents developments with specific reference to the realm of education from planning, implementation, to educational evaluation through article publication.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 68 Documents
 3   4   5   6   7 
Application of the Problem Based Learning Model to Improve the Learning Outcomes of Students of PAI Subjects in Integrated Islamic Elementary Schools Nur Afifah; Siti Noor Lina
Research Journal on Teacher Professional Development Vol. 3 No. 01 (2025): Geographical distribution of the author: Indonesia, Malaysia, Thailand
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v3i01.24954

Abstract

This study aims to describe the implementation and improvement of learning outcomes of students in class IA IT SD IT Ribhul Ulum Kedungmutih in the subject of Islamic Religious Education (PAI) material Faith in Allah SWT through the application of the Problem-Based Learning (PBL) learning model. The type of research used is Classroom Action Research (PTK) which is conducted in two cycles. The research subjects consisted of 18 students of class IA. Data collection was carried out through written tests and observation sheets. The results showed that in the first cycle, there were 8 out of 18 students (44%) who achieved the Minimum Completeness Criteria (KKM) of 70 with an average grade of 64. In cycle II, there was a significant increase, where all students (100%) achieved KKM with an average class score increasing to 80. This shows that the application of the PBL model contributes positively to improving students' understanding, especially in the material of Faith in Allah SWT. The implementation of learning with PBL provides a more active and meaningful learning experience so as to encourage a significant improvement in student learning outcomes. Thus, the PBL model can be an effective learning strategy recommended in the context of Islamic religious education at the elementary school level.
Enhancing Learning Outcomes in Elementary School Islamic Religious Education through Problem-Based Learning in Zakat Materials Munif Afifuddin; Mohammad Zuhri
Research Journal on Teacher Professional Development Vol. 4 No. 01 (2026): Geographical distribution of the author: Indonesia, Gabon, Peru, and Morocco.
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v4i01.24871

Abstract

This study aims to determine the improvement in the learning outcomes of fifth-grade students of Srondol Wetan 06 Semarang State Elementary School on zakat material in Islamic Religious Education learning through the application of the Problem Based Learning (PBL) method, and to describe the increase in student activity and cooperation in the learning process. This study uses the Classroom Action Research (CAR) method which is implemented in three cycles, with the stages of planning, action implementation, observation, and reflection. The research subjects consisted of 23 fifth-grade students of Srondol Wetan 06 Semarang State Elementary School. Research data were collected through observation, learning outcome tests, documentation, and field notes. The data analysis technique used is quantitative descriptive analysis to determine the improvement in student learning outcomes and qualitative descriptive analysis to describe the increase in student activity and cooperation during the learning process. The results of the study show that before the action was carried out, the average student learning outcomes only reached 73.7 with a completion rate of 40%, still below the KKTP of 80. After the application of the Problem Based Learning method on zakat material, student learning outcomes increased in each cycle. In Cycle II, the average grade increased to 82.1, with a completion rate of 78%. In Cycle III, almost all students achieved a minimum grade point average (KKTP) of 80, with significant improvements in active participation, group discussions, cooperation, and understanding of the material "Living Spaciously by Sharing." The findings of this study indicate that the Problem-Based Learning method is effective in improving learning outcomes while developing students' collaborative skills in Islamic Religious Education (ISE) in elementary schools. Keywords: Learning Outcomes, Elementary School, Islamic Religious Education, Problem-Based Learning
Student Centered Learning in Islamic Education: The Impact of Problem-Based Learning on Engagement and Achievement Lukman Khakim; Aang Kunaepi
Research Journal on Teacher Professional Development Vol. 4 No. 01 (2026): Geographical distribution of the author: Indonesia, Gabon, Peru, and Morocco.
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v4i01.24880

Abstract

This study aims to understand in depth the process of improving student activity and learning outcomes through the application of the Problem Based Learning (PBL) model in Islamic Religious Education learning in class VII A of SMPN 1 Kalinyamatan, as well as identifying the dynamics of implementing adaptive learning strategies to student needs in the context of classroom learning. This study uses the Classroom Action Research (CAR) method which is implemented in two cycles, including the planning stage, action implementation, observation, and reflection. The research subjects are students of class VII A of SMPN 1 Kalinyamatan. Data were collected through observation of student learning activities, learning outcome tests, interviews, documentation, and field notes. Data analysis was carried out descriptively quantitatively and qualitatively to determine changes in student activity and learning outcomes in each cycle. The results showed that in the pre-cycle stage student activity was still low with a percentage of activity of 28%, an average value of 64.12, and learning completeness of 46.87%. After the implementation of PBL in the first cycle, there was an increase in student activity to 40.6%, the average score to 70.45, and learning completion reached 56.25%, although the implementation of learning still faced obstacles in group participation and understanding of PBL stages. In the second cycle, after improvements in learning strategies through the use of video media, strengthening teacher scaffolding, simplifying LKPD, and providing rewards, student activity increased to more than 85%, the average score reached 82, and learning completion increased to 90.63%. The research findings show that the implementation of PBL can significantly improve student activity, learning outcomes, communication skills, cooperation, and courage in expressing opinions. This research contributes to providing an adaptive and contextual Problem Based Learning implementation model to improve the quality of Islamic Religious Education learning at the junior high school level.Keywords: student centered learning, Islamic education, problem-based learning, student engagement and achievemen
Role Playing Strategies to Foster Empathy and Mutual Respect Among Elementary School Students Juny Mona Morlina; Ahmad Ta'rifin
Research Journal on Teacher Professional Development Vol. 4 No. 01 (2026): Geographical distribution of the author: Indonesia, Gabon, Peru, and Morocco.
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v4i01.24884

Abstract

This study aims to determine the improvement of the character of mutual respect among fifth-grade students after the implementation of the role-playing strategy in each learning cycle. The study used a Classroom Action Research (CAR) approach implemented in several cycles. Research data were collected through tests in each cycle, observations, questionnaires, and document analysis. Data analysis techniques were carried out descriptively qualitatively and quantitatively to observe the development of students' character at each stage of the action. The results showed that the initial condition of the character of mutual respect among students was still relatively low. In the pre-cycle stage, most students had not shown optimal attitudes of empathy, cooperation, and respect for peers due to learning that was still conventional and minimal social interaction. The implementation of the role-playing strategy in cycle I began to show positive changes through increased student participation in groups, courage to express opinions, and a more active learning atmosphere, although the results were not evenly distributed. In cycle II, the improvement in the character of mutual respect occurred significantly after the role-playing scenario was made more structured and closer to real situations. The percentage of students with character categories reached 79%, marked by increased attitudes of empathy, cooperation, and respect for friends' opinions. Retention data one month after learning showed that 89% of students maintained mutual respect behavior in their daily lives. These findings demonstrate that role-playing strategies are effective in shaping students' social character in a significant, sustainable way, and based on real-life social experiences. This research contributes to the strengthening of the use of role-playing strategies as a character-based learning innovation that can foster active learning while simultaneously instilling social values ​​sustainably in elementary school students. Keywords: role-playing, mutual respect, elementary school students
Implementing Problem-Based Learning to Improve Understanding of QS. Al Maun and Social Awareness Riza Arfani; Ulul Albab
Research Journal on Teacher Professional Development Vol. 4 No. 01 (2026): Geographical distribution of the author: Indonesia, Gabon, Peru, and Morocco.
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v4i01.24895

Abstract

This study aims to analyze the improvement of learning outcomes in Islamic Religious Education and Character Education (PAI and BP), specifically the material of QS. Al Maun and "Living Spaciously by Sharing," through the application of the Problem Based Learning (PBL) model. This study uses a Classroom Action Research (CAR) approach with the Kemmis and McTaggart spiral model consisting of planning, implementation, observation, and reflection stages in each action cycle. The study was conducted in three cycles with elementary school students as subjects. The results showed that the application of the Problem Based Learning model succeeded in improving student learning outcomes significantly. Before the action was carried out, the average student score only reached 68.4 with a learning completion of 43.4%. After the implementation of PBL in Cycle I, the average score increased to 76.8 with a completion of 65.2%. In Cycle II, the average score increased again to 83.7 with a completion of 82.6%, and reached optimal results in Cycle III with an average score of 89.5 and a learning completion of 95.6%. In addition to improving cognitive aspects, this study also demonstrated positive changes in students' social activities and attitudes. Students became more active in discussions, expressed their opinions confidently, were able to work collaboratively in groups, and developed a stronger sense of responsibility throughout the learning process. The use of contextual problems, interactive media, and role-sharing within groups were proven to improve students' learning motivation and communication skills. Furthermore, students demonstrated increased empathy, social awareness, and a spirit of sharing, in line with the values ​​contained in QS. Al-Ma'un. Thus, the Problem-Based Learning model is effective in improving learning outcomes while optimally shaping students' social character. The contribution of this study is to provide an innovative learning model based on Problem-Based Learning that is effective in improving learning outcomes, collaborative skills, and developing students' social character in Islamic Religious Education (PAI) and Islamic Religious Education (BP) in elementary schools. Keywords: problem-based learning, QS. Al-Ma'un, social awareness
Improving Qur’anic Literacy through the Tartil Method: A Classroom Action Research in Junior High School Arif Rohman; Ahmad Fahri Yahya Ainuri
Research Journal on Teacher Professional Development Vol. 4 No. 01 (2026): Geographical distribution of the author: Indonesia, Gabon, Peru, and Morocco.
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v4i01.24896

Abstract

This study aims to determine the effectiveness of the Tartil method in improving the mastery of makhraj, tajwid, and fluency in reading the Qur'an of grade IX students of SMP Negeri 1 Jaken. The study used a Classroom Action Research (CAR) approach which was implemented in three cycles. Research data were collected through Qur'an reading ability tests, observation of learning activities, and analysis of student learning outcome documents. The results showed that the gradual application of the Tartil method was able to significantly improve students' Qur'an reading ability from pre-cycle to cycle III. In the pre-cycle, student learning completeness only reached 27% with an average score of 61.5. After the application of the Tartil method in cycle I, completeness increased to 50% with an average score of 70.2. In cycle II it increased to 67% with an average score of 77.8, and in cycle III it reached 93% with an average score of 85.6. Mastery of pronunciation increased from 40% to 90%, while mastery of tajweed increased from 35% to 88%. Reading errors that affect meaning also decreased from 40% to 8%. In addition to cognitive and psychomotor aspects, the Tartil method also increased student learning motivation from 45% to 88% and self-confidence from 40% to 80%. These findings indicate that gradual practice, teacher feedback, the use of audio-visual media, and collaborative learning are effective in improving the quality of Quranic reading learning. An important contribution of this research is providing a systematic and sustainable Tartil learning model to improve students' Quranic literacy in Islamic religious education-based schools. Keywords: Qur'anic Literacy, Tartil Method, Classroom Action Research, Junior High School
Enhancing Elementary Students' Problem-Solving Skills through Modelling Method Integrated with 4C and TPACK Approaches in Islamic Education Mohamad Shulkhan; Abdelhamid Nechad
Research Journal on Teacher Professional Development Vol. 4 No. 01 (2026): Geographical distribution of the author: Indonesia, Gabon, Peru, and Morocco.
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v4i01.24901

Abstract

This research aims to improve the problem-solving ability of grade II students of SD Negeri Tlogodowo through the application of modelling methods combined with the 4C and TPACK approaches in Islamic Religious Education learning. This study uses the Classroom Action Research (PTK) method through a spiral cycle approach, which includes the planning stages, acting implementation, observing, and reflecting. Data collection techniques are carried out through observation, tests, and documentation. The research was carried out in three cycles which showed a consistent improvement in the learning process and outcomes of students. In Cycle I, the active participation of students is still low so that the results of the formative test have not reached the indicators of completeness. The results of the reflection are then used to improve learning in Cycle II through strengthening small group work, increasing teacher motivation, and improving contextual learning tools in ablution materials. The results showed an increase in the average score to 77 with a completeness of 79%, although some students were still passive. In Cycle III, a more systematic optimization of modelling methods was carried out on tayamum materials accompanied by strengthening learning motivation. The results of the study showed a significant increase, where students became more active, confident, and able to complete tasks well. The observation score reached the very good category with a score of 90, while the learning results obtained an average of 83.33 with 100% completeness. This research contributes to the development of modeling-based Islamic Religious Education learning strategies, 4Cs, and TPACK to improve the problem-solving skills of elementary school students.
Implementation of Problem-Based Learning in Enhancing Student Engagement and Learning Achievement in Islamic Religious Education for Children Donna Ayu Suci Amanda; Alain Noor Ndzijia
Research Journal on Teacher Professional Development Vol. 4 No. 01 (2026): Geographical distribution of the author: Indonesia, Gabon, Peru, and Morocco.
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v4i01.24904

Abstract

This study aims to explore the implementation of the Problem Based Learning (PBL) model as an innovative learning strategy in increasing student engagement and learning outcomes in the Asmaul Husna material in grade II of Katonsari 1 Public Elementary School, Central Java, Indonesia. This study used the Classroom Action Research (CAR) method which was implemented in two cycles. Data collection techniques included observation, tests, simple interviews, and documentation, while data validity was carried out through technical triangulation by comparing the results of observations, tests, interviews, and documentation. The results showed that in the pre-cycle stage, learning was still dominated by conventional methods so that students tended to be passive and less actively involved in the learning process. This condition resulted in low learning outcomes with classical completeness of 60% and an average score of 73.75, while student learning activities also only reached 60%. The application of the PBL model in the first cycle began to show an increase in student engagement in discussions and group activities, although the success indicators had not been optimally achieved. In cycle II, after improvements were made to learning through strengthening motivation, classroom management, and understanding of PBL steps, there was a significant increase in learning activities to 90% and classical completeness increased to 90% with an average score of 90. These findings indicate that the Problem Based Learning model is effective in improving the quality of the process and outcomes of Islamic Religious Education and Islamic Religious Education learning, both in cognitive, affective, and psychomotor aspects. This research contributes in providing an innovative problem-based learning model that is relevant to improving Islamic Religious Education learning at the elementary school level.
Effectiveness of the Make A Match Cooperative Learning Model in Improving Learning Outcomes in Reading Quran Surah Al-Hujurat in Elementary Schools Achmad Suroji; Carlos Guizado
Research Journal on Teacher Professional Development Vol. 4 No. 01 (2026): Geographical distribution of the author: Indonesia, Gabon, Peru, and Morocco.
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v4i01.24906

Abstract

This study aims to determine the effectiveness of the application of the Make a Match type Cooperative Learning learning model in improving student learning outcomes in QS reading materials. Al-Hujurat verse 13 in grade IV of SD Negeri Bintoro 07 Demak. This study uses the Classroom Action Research (PTK) approach which is carried out in two cycles. The research instruments used consisted of learning outcome tests, observation sheets, and documentation. Data collection techniques are carried out through learning outcome tests, observations, and documentation. The results of the study show that the application of the Make a Match type Cooperative Learning learning model is effective in improving student learning outcomes. This can be seen from the increase in student learning completeness which originally reached 70% in the first cycle to 90% in the second cycle. In addition to improving test results, student involvement in the learning process has also experienced significant development, marked by increased discussion activity, group cooperation, courage to read Qur'anic verses, and the ability to understand the meaning of verses. Improvements in learning strategies in cycle II, such as providing clearer instructions, additional discussion time, and intensive guidance for students who experience difficulties, also support learning success. Thus, the Make a Match model is proven not only to improve students' academic ability to read and understand QS. Al-Hujurat verse 13, but also increases students' motivation, confidence, and social ability to work together during the learning process. This research contributes to the development of active and cooperative learning models in Islamic Religious Education subjects in elementary schools to create more effective, interactive, and fun learning.Keywords: Cooperative Learning, Make a Match, Islamic Religious Education, learning outcomes, reading QS. Al-Hujurat.
Investigating Islamic Education Teachers as Role Models in Character Formation and Professional Ethics Annisaul Khairat; Marjoni Imamora Ali Umar; Iskandar Fuaddin; Luqyana Mardhiyah; Yarhamna
Research Journal on Teacher Professional Development Vol. 4 No. 01 (2026): Geographical distribution of the author: Indonesia, Gabon, Peru, and Morocco.
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v4i01.30480

Abstract

Teachers' professional ethics have long been recognized as a cornerstone of character education; however, empirical evidence explaining how Islamic Education (PAI) teachers enact ethical professionalism as role models in shaping primary school students' character remains limited. This study explores the role of PAI teachers as ethical role models and examines the factors that support and constrain the enactment of professional ethics in primary school settings. Employing a qualitative case study design, the research was conducted across several primary schools, with PAI teachers serving as the primary participants. Data were collected through in-depth interviews, classroom observations, and document analysis and analyzed using an iterative thematic approach. The findings demonstrate that teachers' ethical professionalism, reflected in honesty, fairness, discipline, empathy, and consistency between words and actions, plays a central role in facilitating the internalization of students' character values through everyday classroom interactions and school culture. Nevertheless, the enactment of these ethical practices is constrained by excessive administrative responsibilities, limited opportunities for continuous professional development, and insufficient value-based supervisory mechanisms. These findings suggest that strengthening teachers' professional ethics requires not only individual commitment but also institutional support that integrates professional learning, ethical leadership, and reflective supervision. The study contributes to the growing literature on teacher professionalism by demonstrating that ethical role modelling constitutes a fundamental mechanism through which character education is translated into authentic educational practice in primary schools.

Page 6 of 7 | Total Record : 68

 3   4   5   6   7 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol. 4 No. 01 (2026): Geographical distribution of the author: Indonesia, Gabon, Peru, and Morocco. Vol. 3 No. 02 (2025): Geographical distribution of the author: Indonesia, Malaysia, Australia, and T Vol. 3 No. 01 (2025): Geographical distribution of the author: Indonesia, Malaysia, Thailand Vol. 2 No. 2 (2024): Vol 2 No 2 (2024) Vol. 2 No. 1 (2024): Geographical distribution of the author: Indonesia and Tanzania Vol. 1 No. 2 (2023): Geographical distribution of the author: Indonesia, Nigeria, Thailand Vol. 1 No. 1 (2023): Research Journal on Teacher Professional Development