Kompetensi dan Profesionalisme Guru dalam Pembelajaran Pendidikan Agama Islam: Kajian Teoretis

Abstract

This article examines the competencies and professional roles of Islamic Religious Education (PAI) teachers through a theoretical literature review. The study discusses learning theories relevant to PAI, the four statutory teacher competencies, the position of teachers in Islamic educational thought, their roles and responsibilities, and current professional challenges. The review draws on books, scholarly articles, and Indonesian education regulations. The literature is analyzed thematically by identifying key concepts, comparing perspectives, and synthesizing their implications for PAI teaching. The discussion indicates that effective PAI teaching requires the integration of pedagogical, professional, personal, and social competencies. These competencies become meaningful when translated into lesson planning, accurate subject-matter explanation, inclusive classroom interaction, assessment across cognitive, affective, and psychomotor domains, and consistent role modelling. Islamic educational concepts such as murabbi, mu'allim, and mursyid enrich the understanding of the teacher’s moral and formative responsibilities, but they should complement rather than replace the professional standards established by national regulation. The article also identifies challenges related to digital information, student diversity, learning motivation, and continuous professional development. It concludes that teacher professionalism in PAI is a sustained integration of knowledge, pedagogical judgement, ethical conduct, social competence, and reflective practice