Strengthening the Professional Identity of Madrasah Ibtidaiyah Teachers through Project-Based Learning Integrated with Islamic Values at MI NU Kumpul Sari
DOI:
https://doi.org/10.36668/jal.v14i2.1564Abstract
The rapid transformation of educational demands in Islamic primary schools has intensified the need to strengthen teachers’ professional identity, particularly in balancing pedagogical competence with moral and spiritual responsibilities. This study aims to explore how project-based learning (PjBL) integrated with Islamic values reinforces the professional identity of Madrasah Ibtidaiyah teachers. Using a qualitative approach, data were collected through interviews, classroom observations, and documentation involving teachers, school leaders, and PGMI lecturers. The findings reveal that integrating Islamic values into PjBL encourages teachers to act as spiritual role models, enhances their moral commitment, and fosters a more reflective and authentic teaching practice. Teachers consistently modeled values such as honesty, responsibility, cooperation, and adab throughout project activities. However, the study also found challenges related to time management and inconsistency in value integration, which sometimes resulted in superficial application of Islamic principles. These results imply the importance of structured planning, continuous professional training, and supportive institutional policies to optimize the implementation of Islamic-values-based PjBL. The study contributes to a more comprehensive understanding of how Islamic pedagogy and innovative learning models can synergistically strengthen teacher identity in Madrasah Ibtidaiyah settings
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