Model Profesionalisme Guru Berbasis Islam: Tinjauan Literatur Sistematis
Keywords:
Teacher professionalism, CPD, educational management, Islamic valuesAbstract
This study aims to synthesize research findings on teacher professionalism development and Continuous Professional Development (CPD) within the context of Islamic values–based educational management. A Systematic Literature Review (SLR) following PRISMA 2020 guidelines was conducted on 30 peer-reviewed articles published between 2018 and 2025, sourced from Scopus and Google Scholar. Data were analyzed using thematic coding procedures, including open, axial, and selective coding. The findings indicate that teacher professionalism is a reflective, continuous, and contextual process influenced by three main factors: competency development through CPD, institutional support in educational management, and the internalization of Islamic values such as amanah, ikhlas, and ta’dib. These values extend professionalism beyond technical competence to include moral and spiritual dimensions. This study proposes the Islamic-Based Continuous Professional Growth Model, integrating individual reflection, organizational support, cultural values, and digital transformation. The findings offer both theoretical contributions and practical implications for value-based and sustainable teacher development policies.
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