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Results show improved PAI teacher professionalism, with PKG scores rising from 79.98 before Teacher Professional Education to 81.23 after participation, supported by achievement of five teacher competence areas. 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|\n| Article history\u003Cbr>Received: 28-05-2024 Revised:\u003Cbr>24-06-2024 Accepted:\u003Cbr>15-08-2024 | The aim of this research is to analyze the implementation of Teacher Professional Education in improving the professionalism of PAI Teachers and analyze the supporting and inhibiting factors for PAI Teachers at SD Negeri 2 Jragan, Tembarak District, participating in Teacher Professional Education. This research method uses a qualitative method with a pedagogical approach, and a type of field research. The results of this research are as follows. First, the Professional Teacher Education program can improve the professionalism of PAI Teachers, as evidenced by the PAI Teacher Performance Assessment before PAI Teachers took Professional Teacher Education getting a score of 79.98. Meanwhile PAI teachers who have taken Teacher Professional Education received a score of 81.23. After PAI Teachers participated in Professional Teacher Education and received professional allowances, most PAI Teachers have succeeded in developing themselves by achieving teacher competencies which consist of 5 competencies. This shows that PAI teachers can teach well, have good personalities, socialize well, and carry out their duties as professional teachers with full responsibility. Second, supporting factors for PAI teachers implementing Professional Teacher Education, include: support from various parties, receiving facilities from the school, colleagues who help with various Professional Teacher Education activities, competent lecturers at LPTK UIN Salatiga, and LPTK concern UIN Salatiga. Meanwhile, inhibiting factors include: limited time, uncertain Professional Teacher Education schedules from lecturers, boredom because work outside of Professional Teacher Education sometimes coincides with Professional Teacher Education activities, responsibilities as a teacher that must continuing to teach, the laptop used sometimes suddenly goes blank, it is hampered when recording the Comprehensive Examination due to lack of skills in using Information and Communication Technology (ICT) .\u003Cbr>This is an open-access article under the CC–BY-SA license.\u003Cbr>|\n| Keywords\u003Cbr>Independent Curriculum, Islamic Boarding School, Madrasah Aliyah. |  |\n\n\n| Category | \u003Cbr>Certified | \u003Cbr>Not Certified |\n| --- | --- | --- |\n| SD Negeri I Greges | ✓ |  |\n| SD Negeri 1 Greges |  | ✓ |\n| SD Negeri Gandu | ✓ |  |\n| SD Negeri Botoputih | ✓ |  |\n| SD Negeri Drono |  | ✓ |\n| SD Negeri 1 Menggoro |  | ✓ |\n| SD Negeri 2 Menggoro |  | ✓ |\n| SD Negeri Tembarak | ✓ |  |\n| SD Negeri 1 Wonokerso | ✓ |  |\n| SD Negeri 2 Wonokerso |  | ✓ |\n| SD Negeri 1 Jragan |  | ✓ |\n| SD Negeri 2 Jragan | ✓ |  |\n| SD Negeri Komloko | ✓ |  |\n| SD IT Istiqomah |  | ✓ |\n| SD IT Cendekia Mulia |  | ✓ |\n\n\n| No | Period | Performance Assessment (PKG) by the Principal for PAI Teachers After Attending the Teacher Professional Education (PPG) | Performance Assessment (PKG) by the Principal for PAI Teachers After Attending the Teacher Professional Education (PPG) |\n| --- | --- | --- | --- |\n| entry 1\u003Cbr>entry 2 | 02 Januari 2022⎯31 Desember 2022\u003Cbr>02 Januari 2023⎯31 Desember 2023 | 79,98 | 81,23 |\n| Based on the table above, it can be concluded that there has been an increase in professionalism after the PAI teachers attended the Teacher Professional Education (PPG) |  |  |  |","cbCainlq0TJhLguJ","https://ap.wps.com/l/cbCainlq0TJhLguJ","pdf",273631,"English","# Research Focus\n## Professionalism Improvement\n## Supporting Factors\n## Inhibiting Factors\n## Assessment Results","[{\"question\":\"How does Teacher Professional Education affect PAI teacher professionalism?\",\"answer\":\"It improves professionalism, reflected in higher PKG performance scores and strengthened teacher competence across five areas.\"},{\"question\":\"What main supporting factors help PAI teachers implement Teacher Professional Education?\",\"answer\":\"Support from various parties, school facilities, help from colleagues, and competent/committed lecturers from LPTK UIN Salatiga.\"},{\"question\":\"What inhibiting factors limit the Teacher Professional Education process?\",\"answer\":\"Limited time, uncertain schedules from lecturers, boredom when activities overlap, ongoing teaching responsibilities, occasional laptop blanking, and difficulty recording the Comprehensive Examination due to limited ICT skills.\"}]","Teacher Professional Education on PAI Teachers at SD Negeri 2 Jragan - Implementation Analysis | PDF",25]