Strengthening Professionalism of Islamic Religious Education Teacher Through Interactive Media

Abstract

This study examines how the integration of interactive learning media strengthens the professional competencies of Islamic Religious Education (PAI) teachers in meeting national educational process standards at the elementary school level. Despite growing recognition of digital media in PAI instruction, research exploring its role as a holistic vehicle for teacher professional development (spanning pedagogical, professional, social, and personal competency dimensions) remains limited. This qualitative descriptive study was conducted at SDN Bugih 3 Pamekasan, Indonesia, involving two PAI teachers (Grades V–VI), one school principal, and four students selected through purposive sampling. Data were gathered through participant observation, semi-structured interviews, and document analysis, and analyzed using the interactive model of Miles et al. (2020). Triangulation of sources and methods ensured data credibility. Findings reveal that PAI teachers systematically integrated interactive platforms (YouTube, Quizizz, PowerPoint, and Canva) across planning, implementation, and evaluation stages, activating all four professional competency domains. A notable finding was that teachers developed their digital skills primarily through self-directed informal learning rather than formal institutional programs. Constraining factors included unstable internet connectivity, limited device access, and the absence of structured professional development. This study contributes a holistic framework positioning interactive media integration as an enactment of teacher professionalism, extending TPACK theory to the PAI context, and offering evidence-based insights for policy and practice in technology-mediated religious education.