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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 80 Documents
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Pedagogical Reconstruction of the A-Biqu Method: A Multimodal Approach to Qur’an Memorization for Deaf Learners Ahmad Saefudin; Robiatul Adawiyah
Research Journal on Teacher Professional Development Vol. 4 No. 02 (2026): Online First
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v4i02.33716

Abstract

This study examines the application and pedagogical reconstruction of the A-Biqu method in Qur’an memorization learning for deaf students at Irhamny Robby Islamic Boarding School. It addresses the limited accessibility of auditory-phonological approaches in conventional tahfiz instruction. Employing a qualitative case-study design, this research was conducted at Irhamny Robby Qur’an Memorization Pesantren for Deaf Students in Jepara Regency, Indonesia. Data were collected through classroom observations, in-depth interviews with teachers and students, and document analysis, followed by data condensation, thematic categorization, and source and technique triangulation. The findings reveal that A-Biqu is not merely implemented as an articulation exercise but is recontextualized as a visual, multimodal, and adaptive tahfiz pedagogy. Teachers combine lip movements, speech-organ demonstrations, airflow cues, sign language, Arabic texts, facial expressions, bodily gestures, repetition, and individualized feedback to diagnose articulation difficulties and reinforce memorization. Face-to-face instruction also enables differentiated learning based on students’ linguistic experience, hearing level, articulation ability, and progress in memorization. This study advances current scholarship by positioning A-Biqu as a diagnostic, corrective, and reinforcement tool integrated with signed Hijaiyah, visual media, individualized assessment, and teacher training rather than as a replacement for sign language.
Developing a Video-Integrated Eco-Theology E-Module Using Task-Based Learning: Validity and Practicality among MAN 1 Padang Panjang Students Merri Yelliza; Rifa Andriana; Sabilal Muhtadin; Syahrur Ramli; Ridwal Trisoni
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.v3i02.33752

Abstract

This research is motivated by the importance of integrating environmental awareness into Islamic religious learning in order to shape students' environmental care character, in line with the concept of ecotheology. On the other hand, the use of digital learning media at MAN 1 Padang Panjang is still limited and has not optimized the potential of interactive teaching materials such as e-modules. This study aims to produce an ecotheology-based e-module on the Al-Qur'an Hadith subject for phase F of grade XII at MAN 1 Padang Panjang, as well as to test the level of validity and practicality of the developed media. This type of research is research and development (R&D) using the ADDIE model which is carried out in five stages: Analysis, Design, Development, Implementation, and Evaluation. The trial subjects consisted of material experts, media experts as validators, Al-Qur'an Hadith subject teachers, and students of MAN 1 Padang Panjang. The data collection instrument was in the form of a validity test questionnaire and a practical test with a Likert scale which was analyzed descriptively quantitatively. The results showed an average validation percentage of 0.86%, categorized as very valid. Student assessments scored 93.75%, categorized as very practical, and teacher questionnaire responses scored 78%, categorized as practical. Therefore, the ecotheology-based e-module for learning the Quran and Hadith at MAN 1 Padang Panjang is declared valid, practical, and suitable for use as an alternative teaching material in the learning process.
AI-Assisted Meaningful Learning: Developing Infographic Media to Enhance Students’ Understanding of Umayyad Social Transformation Teti Depita; Syahrur Ramli; Demina; Susi Herawati; Depki Elnanda; Amirul Mukminin; Auliya Rahmi
Research Journal on Teacher Professional Development Vol. 4 No. 02 (2026): Online First
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v4i02.33753

Abstract

This study aims to examine the effectiveness of meaningful learning-based infographic media assisted by NotebookLM in enhancing students' understanding of social transformations during the Umayyad Caliphate era. A quantitative approach was employed using a quasi-experimental, non-equivalent control group design. The study population consisted of 146 seventh-grade students, while the sample comprised 21 students in the experimental group and 20 in the control group, selected purposively based on the equivalence of class characteristics. Data were collected via pre-tests and post-tests using an assessment instrument developed based on learning objectives TP 2.6 and TP 2.7. Data analysis involved the Shapiro-Wilk test, Levene's test, independent-samples t-test, and N-Gain analysis using IBM SPSS Statistics 26. The results revealed significant differences between the experimental and control groups for TP 2.6 (t = -5.533; p < 0.001) and TP 2.7 (t = -5.237; p < 0.001). The N-Gain scores for the experimental group reached 0.7217 (72.17%) for TP 2.6 and 0.7372 (73.72%) for TP 2.7, both falling into the high category. The study's contribution lies in providing empirical evidence that infographics can function not merely as visual aids but as learning representations that help activate prior knowledge, organize historical information, and connect past transformations to the students' own life contexts through source-assisted AI support. These findings expand the scope of historical media research by integrating meaningful learning, infographics, and source-assisted AI in the study of social transformations
Classroom Teachers as Moral Role Models for Elementary Aged Children: Reconstructing Uswah Ḥasanah in Light of Moral Exemplarism and Moral Development Theory Rohmat Robi' Rozaqiy; Yoga Wahyu Wicaksono; Mazidatun Ni'mah; Muchammad Naufal Abid; Faqih Abdul Aziz
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.v3i02.33757

Abstract

Teacher exemplarity is widely recognised as a pillar of character education, and within the Islamic educational tradition it is articulated through the concept of uswah ḥasanah. However, the literature on uswah ḥasanah has long been dominated by a normative-descriptive frame that asserts the imperative for teachers to serve as exemplars without explaining the mechanism of moral emulation or the conditions of its success. This study aims to reconstruct uswah ḥasanah as a dimension of the professional character of madrasah ibtidaiyah classroom teachers. It is a conceptual study of the theory-adaptation type, conducted through library research and employing a comparative-integrative technique that brings uswah ḥasanah into dialogue with moral exemplarism and moral development theory across predetermined dimensions. The analysis reveals that uswah ḥasanah contains an implicit affective architecture admiration driving emulation through narrative and that the effectiveness of exemplarity depends on its attainability for young children. The reconstruction yields an integrated five-component construct: the teacher's character as a concrete moral referent, the evocation of admiration that drives emulation, the mediation between paradigmatic and proximal exemplars, the reflective management of exemplary narrative, and the calibration of exemplar attainability. This positions the classroom teacher as a proximal exemplar mediating the prophetic ideal, rendering exemplarity a developable competence rather than an assumed trait. Its novelty lies in bridging the Islamic tradition of exemplarity with contemporary moral exemplarism, with implications for professional development and prospective-teacher formation
Translating Love-Based Curriculum into Practice: Panca Cinta Integration in Qur’an Hadith Learning at an Indonesian Madrasah Firda Zakiyatur Rofi’ah; Khoiria Milaumil Habibah; Muhammad Romadlon Habibullah
Research Journal on Teacher Professional Development Vol. 4 No. 02 (2026): Online First
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v4i02.33761

Abstract

Qur’an Hadith learning in Madrasah Ibtidaiyah should foster not only recitation and memorization skills but also moral internalization. However, practice often remains focused on cognitive achievement, leaving the affective dimension underdeveloped. This study aims to describe the implementation of the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC) in Qur'an Hadith learning in class IV B of MI Raden Fatah Bojonegoro, particularly the forms of Panca Cinta integration and the teacher strategies used to cultivate love-based values. This study employed a descriptive qualitative approach. Data were obtained through interviews, classroom observation, and documentation, and analyzed through data reduction, data display, and conclusion drawing. The findings indicate that KBC values were integrated across opening, core, and closing activities through teacher exemplification, habituation, and collaborative learning. The contribution of this study lies in providing a field-based description of how Panca Cinta values are translated into everyday Qur'an Hadith learning practices at the madrasah ibtidaiyah level, particularly through teacher-student interaction, classroom habituation, and collaborative activities. The findings indicate that love for fellow human beings and love for knowledge were the most visible dimensions in the available data. The study also identifies the need for stronger empirical documentation of the other Panca Cinta dimensions and their longer-term influence on students' character development.
The Digital Professional Adab Paradigm: Reconstructing Classical Islamic Educator Ethics for Madrasah Ibtidaiyah Teachers Faqih Abdul Aziz; Dewi Aisyah; R. Mh. Zidni Ilman NZ; Syarhabil Ali Fikri; Novi Tridayani
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.v3i01.33779

Abstract

The digitalization of education has placed Madrasah Ibtidaiyah teachers within ethical dilemmas accommodated neither by conventional professional codes nor by legal-formalistic data protection regulations, particularly because primary-age learners cannot yet negotiate their own digital footprints. This study aims to reconstruct the values of educator adab in the classical Islamic tradition into an operational ethical framework for the digital context. Employing a qualitative approach with the library research method, it combines content analysis of globally indexed scholarly literature with a hermeneutic reading of two primary texts, Ibn Jamāʿah’s Tadhkirat al-Sāmiʿ and al-Ghazālī’s Kitāb al-ʿIlm in Iḥyāʾ ʿUlūm al-Dīn. Analysis proceeded through thematic reduction and cross-testing between contemporary empirical findings and classical normative categories to avoid anachronistic readings. The findings identify three multiplicatively interacting zones of ethical tension, namely boundaryless synchronous communication, the visual representation of learners, and public-persona management, with the dilemma burden distributed asymmetrically between teachers and learners. The study further finds that the normative structure of classical adab is relational rather than situational, and can therefore be transposed to the digital locus without losing its normative force. Four adab categories, ikhlāṣ, amānah, ḥifẓ al-lisān, and murūʾah, prove analytically sharper than secular professionalism on certain aspects. On this basis, the study formulates a Digital Professional Adab Paradigm bridging legal-formalistic and turats-revitalization approaches. Field-based case studies are recommended to test the applicability of its four pillars
Constructing Meaning in Podcast Discourse: Speaking Strategies and Interactional Listening Practices in On Purpose with Jay Shetty Rizky Anisah; Rahayu Puji Haryanti
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.v4i01.33833

Abstract

Video podcasts have emerged as prominent platforms for authentic spoken interaction, yet the micro-level mechanisms through which meaning is collaboratively constructed remain underexplored. This study aims to analyze how speaking-oriented strategies and interactional listening practices operate synergistically to construct meaning in the interview-based podcast On Purpose with Jay Shetty. Employing a qualitative discourse analysis design, the research examined the first six minutes of three purposively selected episodes, focusing on host-guest conversational exchanges. The results indicate that 1) speaking-oriented discourse strategies, primarily questioning, responding, elaboration, explanation, and exemplification, function synergistically to initiate, sustain, and deepen topical trajectories; 2) interactional listening practices, including backchanneling, paraphrasing, clarification, and confirmation, manifest not as passive reception but as active, observable co-constructive mechanisms that validate and scaffold guest utterances; and 3) meaning is constructed through a recursive sequential pattern comprising four interactive phases: topic initiation, response-elaboration, validation-reformulation, and collaborative development. These findings reconceptualize podcast listening as an active discursive practice and provide a robust empirical foundation for integrating authentic digital discourse into EFL speaking and listening pedagogy.
Double Movement and Teacher Curriculum Agency: Fazlur Rahman's Hermeneutics as a Framework for Contextualizing Islamic Education Content Faizatul Umma; Yaniz Naura Naviana Haryadi; Enggar Sedyaning Tyas; Faqih Abdul Aziz; Akbar Yusgiantara
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.v3i01.33834

Abstract

This conceptual study reconstructs Fazlur Rahman's double movement hermeneutics as a framework for strengthening the curriculum agency of Islamic Religious Education (IRE) teachers in Indonesian madrasahs. While Indonesia's newest madrasah curriculum policy (KMA 1503/2025) requires teachers to contextualize normative content through deep learning and a love-based curriculum, the professional development literature has not supplied an explicit hermeneutic framework enabling them to do so. Employing library research with a hermeneutic-conceptual approach across fifty primary and secondary sources, the study proceeds in four analytical stages: reconstructing the epistemological structure of Rahman's double movement; mapping the concept of teacher curriculum agency in contemporary discourse; identifying the conceptual convergence and divergence between the two frameworks; and constructing a four-step procedural model for contextualizing IRE content. The study argues that double movement, long treated as a Qur'anic exegetical method and applied predominantly in Islamic law, offers a structurally fitting resource for teacher agency because both share a two-directional reflective temporal structure. The resulting hermeneutic disposition repositions the IRE teacher from a technical executor of curriculum into a responsible interpreter, with direct implications for the design of teacher professional development programs.
Strengthening Character Education for the Digital Well-Being of Young Citizens: A Systematic Literature Review Bakti Fatwa Anbiya; Riyan Dwi Saputra; Randy Fadillah Gustaman; Lilis Rosita
Research Journal on Teacher Professional Development Vol. 4 No. 02 (2026): Online First
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v4i02.33966

Abstract

Digital transformation provides opportunities while also creating challenges for young people's well-being, particularly in managing technology use, social interactions, and participation in digital spaces. Digital well-being is not merely related to the intensity of technology use but also to individuals' capacity to manage digital experiences in healthy, adaptive, and responsible ways. This study aims to map research on strengthening character strengths to support the digital well-being of young citizens in educational and citizenship contexts. A Systematic Literature Review was conducted following the PRISMA 2020 guidelines. Relevant academic literature was identified through appropriate scholarly databases and analyzed using descriptive mapping and thematic synthesis. The findings indicate that self-regulation, empathy, responsibility, and integrity are particularly relevant to developing healthy, ethical, and responsible digital behavior. The review also reveals an emerging connection between digital well-being and digital citizenship, while the integration of character strengths into Citizenship Education to enhance digital well-being remains relatively limited. These findings highlight the need for an educational approach that integrates character strengths, digital well-being, and digital citizenship.
Religious Understanding Transformation in Kitab Kuning Studies: A Phenomenological Study on Reflection, Internalization, and Social Praxis of Congregants Farkhan Syahrul Mubarok; Nor Aini Wijayanti; Marzuqo Septianto; M. Ali Ghufron
Research Journal on Teacher Professional Development Vol. 4 No. 02 (2026): Online First
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v4i02.34004

Abstract

The study of yellow books at the grassroots level plays a strategic role in shaping Islamic literacy, but its dynamics are often reduced to the mere transfer of external knowledge. This study aims to explore in-depth the experiences of congregations in transforming religious understanding through the study of yellow books. This study uses a qualitative approach with a phenomenological design. Data were collected through in-depth interviews, participant observation, and documentation from two kyai and five congregations in Pemalang Regency, which were analyzed using reflexive thematic analysis. The results show that 1) the transformation of religious understanding begins with cognitive disorientation towards classical texts, which is analyzed through the dialogical pedagogical mediation of the kyai; 2) the process of critical reflection and negotiation of meaning facilitates the internalization of values, where teachings are no longer viewed as external doctrines but are incorporated into personal identity; and 3) this internalization is manifested in a substantial increase in the quality of ritual worship, changes in patterns of social interaction to be more moderate and inclusive, and increased psychological resilience. This study concludes that the study of yellow books functions as a transformative catalyst that revitalizes the Islamic intellectual tradition to respond to the challenges of polarization. These findings offer a crucial bottom-up perspective for strengthening religious moderation and developing a reflective religious education curriculum.

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