The Strategic Role of AGPAII in Enhancing Islamic Religious Education Teacher Professionalism during WFH: A SWOT-Based Qualitative Study in Three Indonesian Provinces
DOI:
https://doi.org/10.32678/tarbawi.v12i01.12588
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Keywords:
AGPAII (Islamic Religious Education Teachers Association), Effectiveness, Teacher ProfessionalismAbstract
This research investigates the strategic role of the Indonesian Islamic Religious Education Teachers Association (AGPAII) in maintaining and enhancing teacher professionalism during the COVID-19 pandemic. The implementation of Work From Home (WFH) policies created a significant gap in educational continuity, particularly for Islamic Religious Education (IRE) teachers, who were traditionally perceived as having limited mastery of information technology (IT). Using a qualitative descriptive approach integrated with SWOT analysis (Strengths, Weaknesses, Opportunities, and Threats), this study explores AGPAII’s strategic interventions in three Indonesian provinces: Banten, South Sumatra (Palembang), and West Sumatra (Padang). Data were gathered through interviews, documentation studies, and observations. The results demonstrate that AGPAII acted as a vital bridge between government policy and classroom practice through digital literacy workshops, professional advocacy, and the revitalization of Subject Teacher Forums. While structural constraints such as uneven infrastructure and limited hardware availability persist, the association's transformational leadership successfully shifted IRE teachers' paradigm toward becoming digitally adaptive educators. This study implies that professional organizations serve as essential meso-level actors in driving digital transformation and maintaining educational quality during global crises.
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