Abstracts
Abstract
This study investigates the effectiveness of reflection-based continuous professional development (CPD) in enhancing teacher professionalism within Indonesian madrasahs. Employing an exploratory sequential mixed-methods design, this study integrates qualitative data derived from interviews, classroom observations, and document analysis with a quantitative survey encompassing 123 teachers across four madrasahs in Metro City, Lampung Province, Indonesia. The findings indicate that participation in CPD is positively associated with self-reported enhancements in pedagogical competence, professional motivation, and the adoption of innovative teaching practices. Nevertheless, the research identifies several challenges, including limited institutional support, poor alignment between CPD content and classroom requirements, and low stakeholder engagement. Statistical analysis demonstrates a significant positive correlation between CPD engagement and perceived pedagogical competence (r = 0.68, p < 0.05). Guided by the CIPP evaluation model and grounded theory, this study proposes a culturally responsive, contextspecific framework for evaluating CPD that reflects the dual religious and academic mandates inherent in madrasah education. This research contributes to the relatively underexplored discourse on professional development in Islamic educational contexts and provides actionable insights for integrating reflective practice into teacher development policies and programs.
Keywords:
- Continuous Professional Development,
- Madrasah Education,
- Teacher Professionalism,
- Islamic Education
Appendices
Bibliography
- Abakah, E. (2023). Teacher learning from participation in continuing professional development (CPD): A sociocultural perspective. International Journal of Open Educational Research, 4, 100242. https://doi.org/10.1016/j.ijedro.2023.100242
- Abakah, E., Widin, J., & Ameyaw, E.K. (2022). Continuous professional development (CPD) practices among primary school teachers in the central region of Ghana. SAGE Open, 12(2), 1-14. https://doi.org/10.1177/21582440221094597
- Abdulrahaman, M., Faruk, N., Oloyede, A., Surajudeen-Bakinde, N., Olawoyin, L., Mejabi, O., Imam-Fulani, Y., Fahm, A., & Azeez, A. (2020). Multimedia tools in the teaching and learning process: A systematic review. Heliyon, 6(11), e05312. https://doi.org/10.1016/j.heliyon.2020.e05312
- Ajani, O.A. (2023). Exploring the alignment of professional development and classroom practices in an African context: A discursive investigation. Journal of Integrated Basic Education, 3(2), 120–136. https://doi.org/10.21580/jieed.v3i2.17693
- Allsop, D.B., Chelladurai, J.M., Kimball, E.R., Marks, L.D., & Hendricks, J.J. (2022). Qualitative Methods with Nvivo software: A practical guide to analyzing qualitative data. Psychology, 4(2), 142–159. https://doi.org/10.3390/psych4020013
- Aqil, D.I., Setiawati, N.A., & Kurniadi, F. (2020). Implications of improving teacher professionalism and learning evaluation techniques on madrasah teacher performance. Scientific Journal of Tarbiyah Education (2), 123. https://doi.org/10.18592/tarbiyah.v9i2.3651
- Aryal, M. (2024). Reflective teaching and practice in the classroom. Journal of Multidisciplinary Research Advances, 2(1), 26–31. https://doi.org/10.3126/jomra.v2i1.66635
- Ghunio, A. (2023). The impact of continuing professional development (CPD) on teaching approaches of secondary school teachers in Sukkur District, Sindh, Pakistan. Pakistan languages and humanities review, 7(2), 730–739. https://doi.org/10.47205/plhr.2023(7-2)65
- Golam, A. M., & Kusakabe, T. (2020). Enhancing the effectiveness of English language teaching in Qawmi madrasahs (Islamic seminaries) in Bangladesh. SAGE Open, 10(2), 215824402092404. https://doi.org/10.1177/2158244020924049
- Gudeta, D. (2022). Professional development through reflective practice: The case of in-service English language (EFL) teachers in Addis Ababa secondary schools. Cogent Education, 9(1), 1–26. https://doi.org/10.1080/2331186x.2022.2030076
- Hosseini, S., Allen, L., Khalid, F., Li, D., Stellrecht, E., Howard, M., & Chan, T. M. (2023). Evaluation of continuing professional development for physicians – Time for change: A scoping review. Perspectives on Medical Education, 12(1), 198–207. https://doi.org/10.5334/pme.838
- Ketonen, L., & Nieminen, J. H. (2023). Supporting preservice teachers’ reflection through assessment: The case of reflective podcasts. Teaching and Teacher Education, 124, 104039. https://doi.org/10.1016/j.tate.2023.104039
- Kholifah, N., Nurtanto, M., Mutohhari, F., Subakti, H., Ramadhan, MA, & Majid, NWA (2024). The mediating role of motivation and professional development in determining teacher performance in vocational schools. Cogent Education, 11(1), 2421094. https://doi.org/10.1080/2331186x.2024.2421094
- Limna, P. (2023). The impact of NVivo in qualitative research: Perspectives from graduate students. Journal of Applied Learning & Teaching, 6(2), 1–12. https://doi.org/10.37074/jalt.2023.6.2.17
- Loy, L. (2024). Redefining teachers’ continuing professional development in further education providers in England. Research in Post-Compulsory Education, 29(3), 520–540. https://doi.org/10.1080/13596748.2024.2371646
- Maryati, S., Lestarika, L., Idi, A., & Samiha, YT (2023). Madrasah as an Islamic educational institution and social change. Journal of Islamic Educational Counseling, 4(2), 317–326. https://doi.org/10.32806/jkpi.v4i2.11
- Merry, L., Castiglione, S.A., Rouleau, G., Létourneau, D., Larue, C., Deschênes, M., Gonsalves, D.M., & Ahmed, L. (2023). Development, implementation, evaluation and sustainability of a continuing professional development (CPD) system for health professionals in low- and lower-middle-income countries: a rapid scoping review. BMC Medical Education, 23(1), 1–22. https://doi.org/10.1186/s12909-023-04427-6
- Mohamed, M., Rashid, R.A., & Alqaryouti, M.H. (2022). Conceptualizing the complexity of reflective practice in education. Frontiers in Psychology, 13(3), 1–8. https://doi.org/10.3389/fpsyg.2022.1008234
- Nisa, K., Imron, A., Rasdiana, R., Sobri, AY, Hariyadi, R., Anggara, RA, Rudyman, R., Risaldi, D., Azizah, F., Attamimi, MR, & Salym, AQN (2024). Improving teacher professionalism through the implementation of digital academic supervision in Indonesian secondary schools: Personal learning network as a mediator. Journal of Infrastructure Policy and Development, 8(8), 6420. https://doi.org/10.24294/jipd.v8i8.6420
- Nor, A., Yusuf, M., & Arabi, I. (2024). Strategies for improving the professionalism of Islamic education teachers in higher education. Interdisciplinary Journal of Islamic Education Tafkir, 5(1), 40–61. https://doi.org/10.31538/tijie.v5i1.774
- Purwanto, Y., Saepudin, A., & Sofaussamawati, S. (2023). Development of reflection practices for Islamic religious education teachers. Jurnal Dihapus, 9(1), 107–122. https://doi.org/10.15575/jpi.v0i0.24155
- Roshid, M. M., & Haider, M. Z. (2024). Teaching 21st century skills in rural secondary schools: From theory to practice. Heliyon, 10(9), e30769. https://doi.org/10.1016/j.heliyon.2024.e30769
- Saleem, A., Gul, R., & Dogar, A. (2021). Effectiveness of continuing professional development programs according to the perceptions of primary school teachers. Primary Education Online, 20(3), 53–72. https://doi.org/10.17051/ilkonline.2021.03.06
- Tobin, B., Farren, M., & Crotty, Y. (2024). Impacting teaching and learning through collaborative reflective practice. Educational Action Research, 7(3), 1–21. https://doi.org/10.1080/09650792.2024.2394933
- Ventista, O., & Brown, C. (2023). Teacher professional learning and its impact on student learning outcomes: Findings from a systematic review. Social Sciences & Humanities Open, 8(1), 100565. https://doi.org/10.1016/j.ssaho.2023.100565
- Yangambi, M.W. (2021). Teacher professional development and student achievement in developing countries. Creative Education, 12(10), 2283–2300. https://doi.org/10.4236/ce.2021.1210173
- Zaqiah, Q.Y., Hasanah, A., Heryati, Y., & Rohmatulloh, R. (2024). The impact of in-service teacher education program on improving the competence of Islamic religious education teachers with self-assessment method. Educational Sciences, 14(11), 1257. https://doi.org/10.3390/educsci14111257
- Zeggelaar, A., Vermeulen, M., & Jochems, W. M. G. (2020). Evaluating effective professional development. Professional Development in Education, 48(2), 1–21. https://doi.org/10.1080/19415257.2020.1744686
- Zeng, J. (2023). A theoretical review of the role of teachers' professional development in EFL students' learning achievement. Heliyon, 9(5), e15806. https://doi.org/10.1016/j.heliyon.2023.e15806