View of Personality Competence Of Islamic Religious Education (PAI) Teachers In Shaping The Character Of Students

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AL-WIJDÁN: Journal of Islamic Education Studies.

Volume 8, Nomor 3, Juli 2023, p-ISSN: 2541-2051; online -ISSN: 2541-3961 Available online at http://ejournal.uniramalang.ac.id/index.php/alwijdan

Received: Mei 2023 Accepted: Juni 2023 Published: Juli 2023

Personality Competence Of Islamic Religious Education (PAI) Teachers In Shaping The Character Of Students

Marita Lailia Rahman, Ali Mufron, Yeni

Universitas Islam Tribakti Lirboyo Kediri, Sekolah Tinggi Agama Islam Nahdlatul Ulama Pacitan, Universitas Islam Tribakti Lirboyo Kediri

Email: [email protected], [email protected], [email protected] Abstract

A qualified teacher must meet several competency requirements. The competencies are included pedagogic competence, personality competence, social competence, and professional competence. In this paper, the author is interested in using personality competencies among the four competencies. The purpose of this study was to find out whether there was an influence of PAI teachers' personality competence on the character of students. The research method used in this study is qualitative. The study's results above show that the personality competence of PAI teachers in building students' character has a positive and significant effect on student character formation. The basic competencies possessed by a teacher must be able to shape the character of a learner, just as a teacher must have values of discipline, responsibility, and religion. A teacher must be able to set an example to be able to achieve certain goals and be able to shape the character of a learner.

Keywords: Personality Competence, PAI Teacher, Learner Character Abstrak

Seorang guru yang berkualitas harus memenuhi beberapa persyaratan kompetensi. Kompetensi yang dimaksud diantaranya adalah kompetensi pedagogik, kompetensi kepribadian, kompetensi sosial, dan kompetensi professional. Dalam tulisan ini, penulis tertarik untuk menggunakan kompetensi kepribadian di antara keempat kompetensi tersebut. Tujuan penelitian ini adalah untuk mengetahui apakah ada pengaruh kompetensi kepribadian guru PAI terhadap karakter peserta didik. Metode penelitian yang digunakan dalam penelitian ini adalah kualitatif. Hasil penelitian di atas, diketahui bahwa kompetensi kepribadian guru PAI dalam pembentukan karakter peserta didik berpengaruh positif dan signifikan terhadap pembentukan karakter peserta didik. Kompetensi dasar yang dimiliki oleh guru harus mampu membentuk karakter seorang peserta didik sama seperti seorang guru harus memiliki nilai-nilai disiplin, tanggung jawab,

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religius. Seorang guru harus mampu memberikan contoh agar mampu mencapai tujuan tertentu dan mampu membentuk karakter seorang peserta didik.

Kata Kunci: Kompetensi Kepribadian, Guru PAI, Karakter Peserta Didik

Introduction

The teaching and learning process is the core of the overall educational process, with a teacher as a main role holder. The teacher largely determines the success of learning to learners because teachers are learning leader, facilitator, and at the same time, the centre of learning initiatives. That is why teachers must constantly develop their abilities. Teachers need to have professional standards by mastering learning materials and strategies that also can encourage students to learn seriously. A teacher must have certain qualifications to obtain good results in a series of educational and learning activities. It is called competencies, namely the ability of a teacher to carry out his duties appropriately and professionally. A professional teacher is a teacher who has the ability and expertise, especially in the field of teacher training so that he can carry out his duties and functions as a teacher with maximum ability.[1]

An important thing other than personality is a teacher's emotional stability and attitude or behaviour. The behaviour of

the teacher can be easily seen and observed by learners. All learners will feel and see what the teacher is doing because all learners expect the same care and affection from the teacher; that way, the teacher must be able to control his behaviour. The behaviour of a teacher is also an important thing. The behaviour or morals of the teacher, in general, are also a manifestation of his personality. Teachers easily influence students because they are idols in their life.

If teachers' behaviour or morals are not good, generally morals of learners will be damaged.[2]

As we know today, there are so many incidents of juvenile delinquency.

Various negative or deviant actions are carried out by some teenagers, who seem to be mistaken by them for mediocrity, let alone some consider it as something of pride. They often mention this behaviour as just a symbol of their courage, but this negative adolescent behaviour many people consider behaviour that is very concerned for adolescents in Indonesia. The pillar of education comes from parents, the environment, and the teacher. Teachers with

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good personalities are expected to be role models for developing better student personalities. [3]

Character education teaches habits of thinking and behaviour that help individuals to live and work together as a family, community, and state and help them to make accountable decisions. Character is a person's disposition, which includes morals, behaviour, and ethics. In the big dictionary, Indonesian has yet to include the word character; what exists is 'disposition', defined as man's inner nature that affects all thoughts and behaviours, ethics, and character.[4]

Teacher competence is a dominant and strategic element in teaching and learning. Teachers are elements that have a very important role in the realization of learning. Teaching proficiency is a characteristic of the teaching profession because the achievement of learning objectives and success in various learning problems depends a lot on the ability or competence of the teacher. During school, what learners learn depends greatly on what happens in the classroom, and what happens in the classroom depends largely on how the teacher implements the curriculum into learning activities.

Therefore, a teacher must be able to create good learning conditions for students

because teaching is not just a transfer of knowledge but also experience, exemplary.

The formation and development of morals is a process that must be carried out on an ongoing basis, which is the responsibility of various parties, both parents, society in general, and schools. One of the components of the school that is also responsible for the moral development of students is the guidance and counselling teacher (counsellor). The moral development of students at Al-Mahrusiyah Junior High School continues the formation and development carried out at the previous educational level. The development of the morals of students at Al-Mahrusiyah Junior High School is an urgent matter, considering that students at Al-Mahrusiyah Junior High School are individuals who will soon take a role in social life by having good morals.[5]

Method

This research uses a qualitative method, with a type of case study research.

A qualitative method is a research procedure that produces descriptive data from written or spoken words of people and observed behaviours. Moleong states that "qualitative research is rooted in natural roots as wholeness. Relying on humans as research tools, utilizing qualitative methods, conducting inductive data analysis, and directing the research target to find theories

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from the basics, are descriptive—data collection techniques using interviews, observations, and documentation. A researcher interviewed the headmaster, teacher, and students about personality competencies and students' character. A researcher also observes a teacher when teaching in the classroom and students' activity. Some documents about students' character and teacher personality competencies, like a daily journal of students and teachers, are obtained. Meanwhile, data analysis techniques use data triangulation.

Results and Discussion Result

The number of students at Al Mahrusiyah Junior High School is 475, with 250 male and 225 female students. In comparison, the number of PAI teachers is seven, with details of male teachers of 4 people and female teachers of 3. The total number of students with the total number of PAI teachers still needs to be balanced.

Source: Data Students and Teachers at SMP Al Mahrusiyah

From the data above, the rational number of PAI teachers is not balanced with the number of students, so student character formation cannot be done optimally. It is known that the number of students has increased every year. The number of teachers and a PAI teacher's competence is also required to build a learner's character. Personality competence is one of the factors in the successful formation of students' character.

Teacher competency standards are several indicators that can be used as a measure of the characteristics of teachers who are considered professionally competent. The competencies teachers possess are closely related to their ability to develop students' character in learning because teachers with good competence must understand how to apply students' character in PAI learning.

The personality competence of PAI teachers in shaping student character has a positive and significant influence on student character formation. Personality competence has a huge influence on the personal growth and development of learners. Personality competence plays an important role in shaping the learners' personality. Personality competence has a very important role and function in shaping children's personalities to prepare and develop human resources, as well as the

No Sample Gender

1 Students Class Male Female VII 100 80 VIII 80 80

IX 70 65

2 PAI

Teachers 4 3

3 Headmaster 1

4 Overall

number 255 228

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welfare of society, the progress of the state, and the nation in general.

The basic competencies the teacher possesses must be able to shape a student's character, just as a teacher must have the values of discipline, responsibility, and religion. A teacher must be able to set an example for his students to achieve certain goals and form a character of a student.

1. Discipline

A teacher gives an example of discipline, just like when a teacher arrives on time and enters class on time, which can also build student character because students will model what a teacher does.

Then students will arrive on time as well. A person is said to be disciplined when doing work in an orderly manner according to his time and place. He is done with full awareness and perseverance and without coercion from anyone or sincerely.

2. Responsibility

Responsibility is an attitude or action in which a person is obliged and ready to bear everything for what has become his behaviour. Responsibility is a further consequence of the performance of the role, whether that role is a right or an obligation or power to perform in a certain way. Just like when explaining when a student is not able to understand, a teacher must explain

again so his students can understand the material being explained and when given a question, the teacher can answer from the attitude applied by a teacher; the learner will also follow what has been done by the teacher, namely will do the assignment or will answer the teacher's question when the teacher asks.

3. Religious

The teacher gives direction to students when doing a lesson or when they are about to start learning; it is better to do prayer first, which in this learning, students also apply in their daily lives. In this case, the participants, before entering the class, all line up in front of their respective classes and then do prayers together, and after that, the learners read the readings of short letters.

Discussion

The personality competence of the teacher is one of the important components that must be possessed. A teacher must have a good personality, especially a PAI teacher, because his students use a teacher's personality as an example. So, a PAI teacher must have a personality that, as mentioned in the National Education Standards, is named steady, stable, mature, wise, and authoritarian personality, be an example for students and have a noble character. The personality competence of the teacher

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reflects in his teaching style. Carrying out the learning process and interaction with students will be largely determined by the personality characteristics of the teacher in question. The teacher is tasked with developing the personality of the students or now better known as the character of the learners. Mastery of adequate personality competencies of a teacher will greatly help student character development efforts.

The teacher is not only a teacher, trainer, and supervisor but also a mirror through which students can look in the mirror. In the interpersonal relationship between the teacher and the student's subject, the student's situation is created, allowing the student's subject to learn to apply the values that become examples and give examples. The teacher can be a person who understands students with all their problems. The teacher must also have the authority so students are reluctant to do so.

The nature of teacher educators is that they are innocent and imitated. Their morals determine the teacher's personality because all of the teacher's behaviour or morals will be noticed by their students, which will greatly affect the authority of a teacher.

Therefore, a teacher must have good character. The understanding of a teacher who has a steady and stable personality is an individual who has consistency in acting according to legal norms, social norms, and

ethics that apply, both in the school environment and the school itself.

Therefore, on the one hand, a teacher must show reactiveness as an individual community, and on the other hand, the role and status inherent in him must be highlighted. [6]

Teachers are professional educators with the main task of educating, teaching, guiding, directing, training, assessing, and evaluating. The main task will be effective if the teacher has a certain degree of professionalism that is reflected in competence, proficiency, proficiency, or skills that meet certain quality standards or ethical norms. Becoming a professional teacher is required to meet the minimum academic qualifications and be a certified educator. Teachers who meet these professional criteria will be able to carry out their main functions effectively and efficiently to realize the educational and learning process to achieve national education goals, namely the development of the potential of students, in order to become human beings who have faith and piety, noble character, healthy, knowledgeable, capable, creative, independent, and become democratic and responsible citizens. [7]

The issue of competence is one of the important factors in developing teachers in a professional position. Competence is

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rational behaviour to achieve the required goals with the expected conditions. So to be able to achieve the expected teaching goals, teachers are required to have the abilities or competencies that have been mentioned in The Law of the Republic of Indonesia number 14 of 2005 concerning teachers and lecturers article 10 paragraph 1 (Law of the Republic of Indonesia number 14 of 2005 concerning Teachers and Lecturers, 2006:

6), so that educational goals can be achieved. As mentioned above, teachers have an important role in the development and progress of their students.

Therefore, various efforts to improve education quality will not make a meaningful contribution if qualified and competent teachers do not support them. A qualified and competent teacher is a teacher who has four competencies that a teacher must have along with the recognition of teaching as a profession. Based on the Law of the Republic of Indonesia number 14 of 2005 concerning teachers and lecturers' article 10 paragraph 1, teachers must have four competencies, including pedagogic competence, personality competence, social competence and professional competence obtained through professional education (Law of the Republic of Indonesia number 14 of 2005 concerning Teachers and Lecturers, 2006: 10). One of the competencies that should be highlighted is

personality competence. Because this competence will be related to the teacher's ability to understand himself, which will further impact his attitude while carrying out his duties as an educator in a learning activity.[8]

Conclusion

The personality competence of the teacher is one of the important components that must be possessed. A teacher must have a good personality, especially a PAI teacher, because his students use a teacher's personality as an example. Teachers who meet these professional criteria will be able to carry out their main functions effectively and efficiently to realize the educational and learning process to achieve national educational goals, namely the development of the potential of students to become human beings who have faith and purity, have a noble character, healthy, knowledgeable, capable, creative, independent, and become democratic and responsible citizens. The issue of competence is one of the important factors in developing teachers in a professional position. Competence is rational behaviour to achieve the required goals with the expected conditions.

References

Agustina Dwi Astuti and Sholeh Hasan,

“Kompetensi Kepribadian Guru

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PAI dalam Membentuk Karakter Peserta didik MA,” Jurnal Pendidikan Islam 8, no. 1 (2021).

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DAN KEWARGANEGARAAN

DALAM UPAYA

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TERJADINYA KENAKALAN

REMAJA. JURNAL EDUKASI

NONFORMAL, 1(1), 147-158.

Retrieved from https://ummaspul.e- journal.id/JENFOL/article/view/4 34

Khoerotun Ni’mah, “KONSEP

KOMPETENSI KEPRIBADIAN GURU PAI,” no. 1 (2014).

Mualimul Huda, “KOMPETENSI KEPRIBADIAN GURU DAN MOTIVASI BELAJAR PESERTA

DIDIK (STUDI KORELASI

PADA MATA PELAJARAN

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Endnotes

[1] Mualimul Huda, “KOMPETENSI

KEPRIBADIAN GURU DAN

MOTIVASI BELAJAR PESERTA DIDIK (STUDI KORELASI PADA MATA PELAJARAN PAI),” JURNAL PENELITIAN 11, no. 2 (July 10, 2018), https://doi.org/10.21043/jupe.v11i2.3170.

[2] Khoerotun Ni’mah, “KONSEP KOMPETENSI KEPRIBADIAN GURU PAI,” no. 1 (2014).

[3] Karlina, L. (2020). FENOMENA

TERJADINYA KENAKALAN

REMAJA. JURNAL EDUKASI NONFORMAL, 1(1), 147-158. Retrieved

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AL-WIJDÁN 404

from https://ummaspul.e- journal.id/JENFOL/article/view/434 [4] Fadil Yudia Fauzi, Ismail Arianto, and Etin

Solihatin, “PERAN GURU PENDIDIKAN PANCASILA DAN

KEWARGANEGARAAN DALAM

UPAYA PEMBENTUKAN KARAKTER PESERTA DIDIK” 1 (2013).

[5] Saiful Abu Salam, “KOMPETENSI KEPRIBADIAN GURU PAI DALAM PEMBENTUKAN AKHLAK PESERTA DIDIK DI KELAS VIII SMP

MUHAMMADIYAH MELATI

KECAMATAN WAESALA

KABUPATEN SERAM BAGIAN BARAT,” Kuttab: Jurnal Ilmiah Mahapeserta didik 2, no. 1 (September 13, 2021): 18, https://doi.org/10.33477/kjim.v2i1.2068.

[6] Zuhaeriah Zuhaeriah, Moh. Ali, Yusra Yusra, “The Role of Islamic Education Teachers Competency in Improving the Quality of Education,” International Journal of Contemporary Islamic Education Vol 2

No 1 2020 :120,

https://doi.org/10.24239/ijcied.Vol2.Iss1.1 5

[7] Saiful Abu Salam, “KOMPETENSI KEPRIBADIAN GURU PAI DALAM PEMBENTUKAN AKHLAK PESERTA DIDIK DI KELAS VIII SMP

MUHAMMADIYAH MELATI

KECAMATAN WAESALA

KABUPATEN SERAM

[8] Agustina Dwi Astuti and Sholeh Hasan,

“Kompetensi Kepribadian Guru PAI dalam Membentuk Karakter Peserta didik MA,”

Jurnal Pendidikan Islam 8, no. 1 (2021).