Professional Competence of Islamic Religious Education Teachers in Qur’anic Instruction: A Study on Tajwid Mastery in Indonesian Primary Schools
Keywords:
Islamic Religious Education; Teacher Professional Competence; Tajwid Mastery; Qur’anic Instruction; Primary Schools; IndonesiaAbstract
This study investigates the professional competence of Islamic Religious Education (IRE) teachers in Qur’anic instruction, with a specific focus on tajwid mastery in Indonesian primary schools. Using a qualitative approach, data were collected through classroom observations, semi-structured interviews, and document analysis involving IRE teachers and school administrators. The findings reveal that a significant number of teachers demonstrate limited mastery of tajwid, which affects the accuracy and consistency of Qur’anic instruction delivered to students. Contributing factors include inadequate pre-service training, limited access to continuous professional development, and low institutional emphasis on tajwid competence as a core professional standard. These limitations have implications for students’ Qur’anic literacy and the overall quality of religious education at the primary level. The study underscores the need for systematic policy interventions, targeted teacher training programs, and competency-based professional development to strengthen tajwid mastery among IRE teachers. Strengthening teachers’ Qur’anic competence is essential for ensuring effective and authentic Qur’anic learning outcomes in Indonesian primary education
References
Abdullah, M., & Hassan, A. (2021). Teacher professionalism in Islamic education: Challenges and prospects. Journal of Islamic Education Research, 13(2), 145–160.
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10–20. https://doi.org/10.1016/j.tate.2010.08.007
Azra, A. (2018). Pendidikan Islam: Tradisi dan modernisasi di tengah tantangan milenium III. Kencana.
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407. https://doi.org/10.1177/0022487108324554
Berglund, J. (2017). Islamic religious education in Western Europe. British Journal of Religious Education, 39(1), 1–4. https://doi.org/10.1080/01416200.2016.1188256
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Bush, T., & Glover, D. (2014). School leadership models: What do we know? School Leadership & Management, 34(5), 553–571. https://doi.org/10.1080/13632434.2014.928680
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
Darling-Hammond, L. (2017). Teacher education around the world. European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315394
Day, C. (2017). Teachers’ worlds and work: Understanding complexity. Teachers and Teaching, 23(6), 631–646. https://doi.org/10.1080/13540602.2017.1360543
Desimone, L. M., & Garet, M. S. (2015). Best practices in teachers’ professional development. Psychology, Society & Education, 7(3), 252–263.
Dinham, S. (2018). Leading learning and teaching. ACER Press.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to design and evaluate research in education (10th ed.). McGraw-Hill Education.
Gade, A. M. (2004). Perfection makes practice: Learning, emotion, and the recited Qur’an in Indonesia. University of Hawaii Press.
Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. Teachers College Press.
Hattie, J. (2012). Visible learning for teachers. Routledge.
Hidayat, K. (2019). Religious education and character formation. Journal of Indonesian Islam, 13(1), 1–20. https://doi.org/10.15642/JIIS.2019.13.1.1-20
Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371–406. https://doi.org/10.3102/00028312042002371
Huda, M. (2020). Islamic education and pedagogical challenges. International Journal of Educational Development, 77, 102222. https://doi.org/10.1016/j.ijedudev.2020.102222
Ismail, S. (2022). Teacher competence and religious instruction quality. Religions, 13(4), 312. https://doi.org/10.3390/rel13040312
Karim, A. (2020). Qur’anic literacy and Islamic education reform. Journal of Muslim Minority Affairs, 40(2), 276–292. https://doi.org/10.1080/13602004.2020.1765068
Latif, A. (2021). Teaching tajwid in formal education settings. Journal of Islamic Studies, 32(3), 421–438. https://doi.org/10.1093/jis/etab012
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Mahfud, C. (2019). Professional development of Islamic education teachers in Indonesia. Al-Jami’ah, 57(2), 415–440. https://doi.org/10.14421/ajis.2019.572.415-440
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis (3rd ed.). SAGE Publications.
Moore, D. L. (2015). Overcoming religious illiteracy. Palgrave Macmillan.
Mustafidah, H., & Nurhidayah, I. (2020). Multimedia-based tajwid learning development. International Journal of Instruction, 13(4), 567–582. https://doi.org/10.29333/iji.2020.13435a
Nelson, K. (2006). Language, culture, and consciousness. Cambridge University Press.
Nurliadin. (2022). Digital media and Qur’anic recitation learning outcomes. Education and Information Technologies, 27, 9213–9231. https://doi.org/10.1007/s10639-022-11085-4
Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher–student relationships and engagement. Handbook of Research on Student Engagement. Springer.
Rahim, A. (2018). Tajwid learning and Qur’anic literacy. Journal of Qur’anic Studies, 20(1), 98–115. https://doi.org/10.3366/jqs.2018.0315
Schleicher, A. (2018). World class: How to build a 21st-century school system. OECD Publishing.
Scott, W. R. (2014). Institutions and organizations (4th ed.). SAGE Publications.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004
Suharsongko, A. (2023). Competency challenges of Islamic religious education teachers. Journal of Religious Education, 71(2), 215–230. https://doi.org/10.1007/s40839-022-00186-9
Tatto, M. T., et al. (2012). Policy, practice, and readiness to teach. Teaching and Teacher Education, 28(6), 791–802. https://doi.org/10.1016/j.tate.2012.03.006
Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development. OECD.
Vygotsky, L. S. (1978). Mind in society. Harvard University Press.
Yusuf, M., & Amin, N. (2022). Professional development and Islamic education teachers. Asian Education Studies, 7(3), 1–12.
Zainuddin. (2020). Teacher education and Islamic pedagogy. Journal of Islamic Education Studies, 5(1), 23–38.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Giyat: Education Science
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
