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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
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Implementing Differentiated Learning to Enhance Mathematical Reasoning Readiness for University Entrance Assessment: A Classroom Action Research in Madrasah Aliyah Rizvi Uzza Awwawina; Budi Waluya; Iqbal Kharisudin
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.v4i01.33576

Abstract

This classroom action research aims to test the implementation of differentiated learning in improving the readiness of grade XII students to face the mathematical reasoning component in the Computer-Based Written Examination (UTBK), especially in madrasah schools. The study used a classroom action research design according to Arikunto et al. which was carried out through two cycles that included planning, implementation, observation, and reflection. The research subjects consisted of 34 grade XII science students at MA Sunan Prawoto Pati in the even semester of the 2025/2026 academic year. Differentiated learning was implemented through adjusting content, processes, and products based on students' readiness levels (high, medium, and low). Data were collected through learning outcome tests, observation sheets, and student perception questionnaires, then analyzed descriptively. The results showed a consistent increase in all indicators. The average student score increased from 58.4 at the initial condition to 69.2 in Cycle I and 81.5 in Cycle II, while learning completeness increased from 35.3% to 61.7% and finally reached 88.2%. Teachers' implementation of the learning model increased from 82% to 94%, while 85% of students reported that learning tailored to their level of readiness made them more comfortable and confident in solving mathematical reasoning problems. These findings suggest that differentiated learning improves academic achievement while strengthening learning engagement and reasoning skills by aligning learning strategies with students' learning needs. This study contributes by providing empirical evidence that differentiated learning within a classroom action research framework is an effective strategy for preparing students for reasoning-based mathematics assessments such as the Computer-Based Test (UTBK) and offers an adaptive learning model that can be applied to classes with heterogeneous student abilities
Developing Digital Role Play-Based Educational Learning Media through the TikTok Platform to Improve Students' Internalization of Character Dayung Ramadhan; Bagas Mukti Nahrowi; Ali Ghufron
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.v4i01.33587

Abstract

This study aims to develop a digital role-play-based educational learning media through the TikTok platform to improve students' internalization of character values. This study uses the Research and Development (R&D) method with the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. Data collection techniques were carried out through observation, interviews, and questionnaires with a Likert scale. The results of the study indicate that the developed media has a very high level of feasibility, with an average validation score of 4.5 from media experts and 4.6 from material experts, categorized as "very feasible." In addition, the implementation results show a significant increase in students' internalization of character values, indicated by an increase in the average score from 3.16 (before) to 4.36 (after). This increase reflects the development of students' values ​​of honesty, responsibility, cooperation, discipline, and caring. This study contributes to the field of digital character education by demonstrating that the integration of digital role-play, the TikTok platform, and the ADDIE development model provides an innovative and practical framework for fostering students’ character value internalization through interactive and contextual learning experiences.
Development of Moral Journey Map Media to Improve Student Understanding Based on Design Thinking and User Experience Durrotul Hikmah Yuliangsih; Roisna Kamila; Abdul Khobir; Nok Uzana; Khaerun Umam; Muhammad Ma’ruf
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.v4i01.33589

Abstract

This study was motivated by the low level of student engagement in the learning process due to the use of conventional methods and learning media that lack interactivity. The study aims to analyze user needs, design, and develop a “Character Development Roadmap” media based on Design Thinking and User Experience (UX) to enhance students' understanding. The study employs a Research and Development (R&D) approach with Design Thinking stages, including empathize, define, ideate, prototype, and test. The study subjects consisted of 40 students from MTs TMI Wonopringgo. Data collection techniques included observation, interviews, questionnaires, and pretest and posttest assessments. The results indicate that students require learning media that is more interactive, contextual, and game-based. The developed media consists of a visual treasure map and a game featuring a progressive challenge system that integrates elements of game-based learning and User Experience (UX). Descriptive statistics revealed an increase in the students’ mean score from 39.28 on the pretest to 42.15 on the posttest. The results of the paired sample t-test yielded a significance value of 0.048 < 0.05, indicating a significant difference between the pretest and posttest results. Thus, the Moral Journey Map media demonstrates good potential in helping students understand learning materials through a more interactive and contextual learning experience.
Artificial Intelligence for Teacher Professional Development in Islamic Education: A Systematic Literature Review and Future Competency Framework Samirah Samirah; Adiyono Adiyono; Eka Nur Safitri
Research Journal on Teacher Professional Development Vol. 3 No. 02 (2025): Geographical distribution of the author: Indonesia, Malaysia, Australia, and T
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v3i02.33595

Abstract

The development of Artificial Intelligence (AI) has transformed educational practices, including the professional development of teachers who increasingly demand pedagogic, digital, reflective, and ethical competencies. Although research on AI in education is progressing rapidly, a synthesis that specifically examines the professional development of teachers in the context of Islamic education is still limited and has not yet resulted in a comprehensive conceptual framework. This research aims to analyze research trends, identify key themes, opportunities, challenges, and formulate the Future AI-Driven Teacher Professional Development Framework as a conceptual model for teacher professional development in the digital era. The study used the Systematic Literature Review (SLR) approach based on the PRISMA 2020 guidelines by searching the literature from the Scopus, Web of Science, ERIC, ScienceDirect, and SpringerLink databases. Of the 2,384 publications identified, 112 articles met the inclusion criteria and were analyzed through thematic synthesis. The results show that AI contributes to the improvement of digital competence, pedagogic innovation, continuous professional learning, reflective practices, and learning efficiency. However, its implementation still faces challenges in the form of teacher readiness, digital infrastructure gaps, ethical governance, and data protection. This research offers a Future AI-Driven Teacher Professional Development Framework that integrates six main dimensions, namely digital competence, pedagogic innovation, professional learning, AI ethical governance, reflective practices, and integration of Islamic values. The framework makes a theoretical contribution to the professional development of teachers as well as a reference for policy formulation, training programs, and the sustainable implementation of AI in Islamic education.
The Dynamics of Pedagogical Transformation of Teachers and Student Learning Experience in the P5 Project: A Thematic Analysis in the Era of Independent Learning Hasmira Said; Pahenra A. Nongko; Yaman La Ndibo; Ridwan J. Deluma
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.v4i01.33607

Abstract

This research aims to explore in depth the pedagogical transformation of teachers and subjective experiences of students in the implementation of the Pancasila Student Profile Strengthening Project (P5) at Senior High School (SMA) Muhammadiyah Kota Kendari. Using qualitative approaches and thematic analysis, the research reveals how curriculum flexibility triggers a shift in the role of teachers from conventional teachers to more creative facilitators in designing contextual learning. The findings identified that P5 projects effectively create a "safe to fail" learning environment  , which significantly improves agency, active collaboration, as well as student learning independence. Despite facing serious structural obstacles in the form of low input dimensions of digital means and the instability of technological infrastructure in non-metropolitan areas, the school demonstrated  outstanding organizational resilience through adaptive pedagogical improvisation strategies. The integration of Islamic values, such as the ethos of Man Jadda wa Jada, has proven to be a crucial compensatory factor that strengthens the intrinsic motivation and disciplined character of students in the midst of limited physical facilities. The autonomy of teachers in designing projects that are relevant to local wisdom is the main key to the success of this educational transformation. The research concludes that synchronization between independent curriculum policies and equitable infrastructure support is very urgent to ensure the fairness of the quality of national education
Community-Based Ecological Learning through Indigenous Conservation Qoriah Rahmawati; Asep Muhyidin; Aan Asphianto; Ujang Jamaludin
Research Journal on Teacher Professional Development Vol. 3 No. 02 (2025): Geographical distribution of the author: Indonesia, Malaysia, Australia, and T
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v3i02.33615

Abstract

The integration of indigenous knowledge into sustainability education has attracted increasing scholarly attention; however, existing studies mainly conceptualize indigenous traditions as sources of cultural values or contextual learning resources, providing limited explanation of the pedagogical mechanisms through which ecological responsibility develops within community life. This study investigates the Ngaruat Leuweung Titipan tradition in an indigenous community in Lebak Regency, Banten, Indonesia, to explain how indigenous conservation functions as a community-based ecological learning process. A qualitative educational ethnography design was employed using participant observation, semi-structured interviews, and document analysis involving customary leaders, community members, youth representatives, and a local teacher. Data were analysed through thematic analysis and mechanism synthesis. The findings identify four interconnected pedagogical mechanisms: ecological worldview formation, participatory ecological knowledge transmission, collective social regulation, and intergenerational ecological internalization. These mechanisms demonstrate that ecological responsibility is cultivated through sustained participation in culturally embedded conservation practices rather than formal instruction alone. The study extends ethnopedagogy, Traditional Ecological Knowledge, and Education for Sustainable Development by proposing indigenous conservation as a community-based pedagogical process that strengthens culturally responsive sustainability education
Evaluating Arabic Language Competence Achievement in Indonesian Madrasah Tsanawiyah: A Criterion-Referenced Approach Fakhrudin Aman; Abdul Basith; Miftahul Ula; Ahmad Taufiq
Research Journal on Teacher Professional Development Vol. 3 No. 02 (2025): Geographical distribution of the author: Indonesia, Malaysia, Australia, and T
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v3i02.33624

Abstract

Criterion-Referenced Assessment (PAP) is a strategic evaluation instrument in Arabic language learning, yet its implementation in madrasah still faces challenges in standard construction, achievement interpretation, and pedagogical follow-up. This study aims to explore the dynamics of PAP in evaluating Arabic language learning among seventh-grade students at MTs At-Taqwa Jatingarang. This study employs a qualitative approach with a case study design, involving teachers, students, parents, and vice principal as informants. Data were collected through semi-structured interviews, observation, and document analysis, then analyzed thematically with source and technique triangulation. The findings reveal that competence standard construction is contextual through negotiation between national curriculum and madrasah characteristics. Achievement interpretation is conducted through a qualitative matrix based on four maharah skills, enabling precise identification of competence gaps. Furthermore, PAP transforms into the heart of a continuous learning improvement cycle through remedial programs, enrichment, instructional strategy adaptation, and collaboration with parents. This study offers a new conceptual model that transforms PAP from an administrative instrument into a participatory and improvement-oriented evaluation ecosystem
Qur'anic Philosophical Foundations for Developing an Inclusive Islamic Religious Education Curriculum: Justice, Human Dignity, and Rahmatan lil 'Alamin Muhammad Habibul Arif; Rani Rahmawati; Abdul Khobir; Moh. Mushlih
Research Journal on Teacher Professional Development Vol. 3 No. 02 (2025): Geographical distribution of the author: Indonesia, Malaysia, Australia, and T
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v3i02.33645

Abstract

Inclusive Islamic Religious Education (IRE) requires a robust Qur'anic philosophical foundation to transform the prevailing exclusive-doctrinaire paradigm into a humanistic, equitable, and transformative educational framework. This study aims to construct a Qur'an-based philosophical framework for developing an inclusive IRE curriculum grounded in three interconnected principles: justice (al-'adl), human dignity (karāmah insāniyah), and rahmatan lil 'ālamīn (mercy to all creation). The study adopts a qualitative approach using a library research design combined with the thematic tafsir (tafsir mawḍū'ī) method. Primary data comprise purposively selected Qur'anic verses representing the three philosophical principles, analyzed through four sequential stages: text identification, thematic categorization, philosophical interpretation, and pedagogical-curricular synthesis. The findings demonstrate that the three principles constitute an integrated philosophical trilogy in which justice serves as the structural foundation, human dignity as the ontological foundation, and rahmatan lil 'ālamīn as the axiological foundation of inclusive education. These principles are systematically derived from nine key Qur'anic verses: QS. An-Nahl [16]:90, QS. Al-Mā'idah [5]:8, and QS. An-Nisā' [4]:135 for justice; QS. Al-Ḥujurāt [49]:13, QS. Ar-Rūm [30]:22, and QS. Al-Isrā' [17]:70 for human dignity; and QS. Al-Anbiyā' [21]:107, QS. At-Taubah [9]:128, and QS. Āli 'Imrān [3]:159 for mercy. Their synthesis generates practical implications for five essential curriculum components: differentiated learning objectives, culturally responsive content, student-centered pedagogy, a dignified learning environment, and equitable assessment. This study contributes to Islamic educational philosophy by proposing an operational Qur'anic philosophical trilogy that bridges normative Qur'anic interpretation with practical curriculum development. It further offers a conceptual framework for curriculum developers, teachers, and policymakers to advance inclusive, context-sensitive, and transformative Islamic Religious Education while demonstrating the Qur'an's enduring epistemological relevance in addressing contemporary educational challenges

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