Reflective Practice in Islamic Teacher Education: Insights from PAI Teaching Practicum for the Formation of Professional and Pedagogical Identity
DOI:
https://doi.org/10.24260/atturats.v19i2.5051Keywords:
Islamic teacher education, reflective practice, pedagogical competence, professional identity, teaching practicumAbstract
This article examines the development of professionalism among prospective Islamic Education (PAI) teachers through reflection on their experiences in the PAI Teaching Practicum course at the State Institute for Islamic Studies (IAIN) Pontianak. Amid the global challenges faced by Islamic teacher education which demands pedagogical competence, spiritual integrity, and adaptability to change this study highlights how practicum-based reflection functions as a medium for shaping professional identity grounded in Islamic values.Using a qualitative approach with thematic analysis of written reflections from sixth-semester students, the research identifies five key themes: (1) the creation of a humanistic and supportive learning environment; (2) the effectiveness of simulation and microteaching in developing technical competence; (3) enhanced self-awareness and reflective ability; (4) the growth of empathy and responsibility through collaborative learning; and (5) the challenges posed by limited digital media and practicum time.The study asserts that reflection within the practicum process not only enhances teaching competence but also strengthens the ethical and spiritual foundations of prospective PAI teachers. These findings contribute conceptually to the discourse on reflective Islamic education and offer practical directions for developing an integrative, adaptive, and value-based PAI curriculum.
Artikel ini mengkaji pembentukan profesionalisme calon guru Pendidikan Agama Islam (PAI) melalui refleksi atas pengalaman mereka dalam mata kuliah Praktikum Pembelajaran PAI di IAIN Pontianak. Di tengah tantangan global pendidikan guru Islam yang menuntut kompetensi pedagogik, spiritual, dan adaptif terhadap perubahan, studi ini menyoroti bagaimana refleksi berbasis praktikum berperan sebagai sarana pembentukan identitas profesional yang berkarakter Islami. Menggunakan pendekatan kualitatif dengan analisis tematik terhadap refleksi tertulis mahasiswa semester VI, penelitian ini menemukan lima tema utama: (1) terciptanya suasana belajar humanis dan suportif, (2) efektivitas simulasi dan microteaching dalam membangun kompetensi teknis, (3) peningkatan kesadaran diri dan kemampuan reflektif, (4) tumbuhnya empati dan tanggung jawab melalui pembelajaran kolaboratif, serta (5) tantangan keterbatasan media digital dan waktu praktikum. Studi ini menegaskan bahwa refleksi dalam praktikum tidak hanya meningkatkan kompetensi mengajar, tetapi juga memperkuat landasan etis dan spiritual calon guru PAI. Temuan ini memberikan kontribusi konseptual terhadap wacana pendidikan Islam reflektif dan menawarkan arah praktis bagi pengembangan kurikulum PAI yang integratif, adaptif, dan berbasis nilai.
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