Institutional Repository UIN Sunan Kalijaga YogyakartaMANAJEMEN KELOMPOK KERJA GURU (KKG) DALAM PENGEMBANGAN KEPROFESIAN BERKELANJUTAN GURU PENDIDIKAN AGAMA ISLAM (PAI) DI KAPANEWON KALASANNIM.: 24204091013Zulfida Aulia FatimahauthorThis study was motivated by the need to develop 21st century teacher competencies, which has become an issue requiring Islamic Education (PAI) teachers to adapt. Professional Development (PKB) is one of the strategic efforts to enhance teacher competencies; therefore, optimal management through professional teacher communities such as the Islamic Education (PAI) Teacher Working Group (KKG) is necessary. This study aims to analyze the contribution of PKB to Islamic Education (PAI) teacher, PKB management through KKG based on the management functions of Planning, Organizing, Actuating, and Controlling (POAC), as well as a reflection of teachers’ professionalism in the implementation of PKB. This study was conducted at the KKG PAI for the elementary education level in Kapanewon Kalasan. This study employed a qualitative approach using the case study method. The research subjects were selected through purposive sampling and consisted of the PAI KKG executive board members and PAI teachers who were members of the KKG. Data collection techniques included interviews, observations, and documentation. Data analysis was conducted through the stages of data condensation, data presentation, and drawing conclusions. The researcher conducted validity testing using source and technique triangulation. The research findings show: First, PKB contributes to supporting the professional development of PAI teachers. Second, PKB management through the KKG PAI of Kapanewon Kalasan operates in accordance with the POAC model: in the planning stage, programs are designed based on teachers’ needs; in the organizing stage, tasks are assigned to committee members and collaboration is established with various parties. In the implementation phase, PKB is carried out through activities such as training in the development of instructional materials, test item development, the use of technology, and the development of instructional media. The evaluation phase is conducted through member feedback and program follow up. The findings of the third study indicate that the implementation of PKB through the PAI KKG contributes to: (1) Pedagogical competence, developed through improved skills in designing and managing instruction; (2) professional competence, developed through the expansion of teachers’ knowledge and skills; (3) personal competence, developed through increased professional responsibility; (4) social competence, developed through strengthened communication and collaboration among teachers; (5) leadership competence, developed through the reinforcement of religious values and teachers role modeling.371.2 Pendidikan - Manajemen2026-09-01UIN SUNAN KALIJAGA YOGYAKARTA;FAKULTAS ILMU TARBIYAH DAN KEGURUANThesis

For work being deposited by its own author: In self-archiving this collection of files and associated bibliographic metadata, I grant Institutional Repository UIN Sunan Kalijaga Yogyakarta the right to store them and to make them permanently available publicly for free on-line. I declare that this material is my own intellectual property and I understand that Institutional Repository UIN Sunan Kalijaga Yogyakarta does not assume any responsibility if there is any breach of copyright in distributing these files or metadata. (All authors are urged to prominently assert their copyright on the title page of their work.)

For work being deposited by someone other than its author: I hereby declare that the collection of files and associated bibliographic metadata that I am archiving at Institutional Repository UIN Sunan Kalijaga Yogyakarta) is in the public domain. If this is not the case, I accept full responsibility for any breach of copyright that distributing these files or metadata may entail.

Clicking on the deposit button indicates your agreement to these terms.