Implementation of the Ministry of Religious Affairs' Policy Management Towards Improving the Professional Competence of Islamic Religious Education Teachers in State High Schools
DOI:
https://doi.org/10.37680/scaffolding.v8i3.10892Keywords:
Ministry of Religious Affairs, Policy Management, Professional Competence, Public Senior High SchoolsAbstract
This study aims to analyze and describe the management of the implementation of Ministry of Religious Affairs policies in improving the professional competence of Islamic Religious Education teachers in public senior high schools in Banten Province, covering policy planning, communication and coordination, implementation of competency development, monitoring, evaluation, and supporting and inhibiting factors. The study employed a qualitative approach with a descriptive design. The research data covered the planning, coordination, implementation, monitoring, and evaluation of Ministry of Religious Affairs policies. Data sources included research informants, policy documents, program reports, and relevant institutional documents. Data were collected through interviews, observations, and documentation involving the Regional Office of the Ministry of Religious Affairs of Banten Province, PAI supervisors, schools, and PAI teachers. The data were analyzed through data condensation, data display, and conclusion drawing. The results show that policy implementation is carried out regularly and continuously through the Teacher Professional Education Program, Continuing Professional Development, PAI Subject Teachers' Deliberation, curriculum and digital learning training, academic supervision, and professional development activities. These programs contribute to improving PAI subject knowledge, pedagogical skills, lesson planning and instructional materials development, digital literacy, and teachers' ability to adapt to curriculum changes. Supporting factors include Ministry of Religious Affairs policies, the role of supervisors, the existence of MGMP, and school support, while inhibiting factors include differences in digital literacy, administrative workload, resistance to innovation, and uneven program implementation. The study emphasizes the importance of strengthening coordination, mentoring, and continuous evaluation to ensure that policy implementation has a tangible impact on improving the professional competence of PAI teachers.
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