PROFESSIONALISM AS AMANAH: THE ROLE OF ACADEMIC ORGANIZATIONS IN ENHANCING LECTURER COMPETENCE IN ISLAMIC HIGHER EDUCATION

DOI: https://doi.org/10.33650/edureligia.v9i2.11793
Authors

(1) * Sita Ratnaningsih   (Universitas Islam Negeri Jakarta)  
        Indonesia
(2)  Yazid Hady   (Universitas Islam Negeri Jakarta)  
        Indonesia
(3)  Afrizal Abdul Hafizh   (Universitas Islam Negeri Jakarta)  
        Indonesia
(*) Corresponding Author

Abstract


This study aims to analyze how professional organizations contribute to the transformation of lecturer capacity development in PTKIN, examine their contribution to the implementation of the tridharma of higher education, and identify the challenges and opportunities they face. The study employed a mixed-methods design conducted from June to October 2024, involving lecturers from several PTKIN affiliated with PD-PGMI and PPMPI. Data were collected through in-depth interviews, questionnaire surveys, and document analysis. Qualitative data were analyzed thematically, while quantitative data were processed using descriptive statistics and integrated at the interpretation stage. The findings show that professional organizations function as academic platforms for professional learning, knowledge exchange, collaboration, publication support, and networking. Participation in these organizations strengthens teaching, research, publication, and broader academic engagement. However, their transformative role is constrained by limited funding, uneven participation, organizational capacity issues, and insufficient institutional support. This study concludes that professional organizations should be recognized as transformative academic infrastructures that connect individual lecturer development with broader institutional advancement in PTKIN.

Keywords

Professional Organizations, Lecturer Capacity Development, Tridharma of Higher Education



Full Text: PDF



References


Bowen, G. A. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027

Boyer, E. L. (1990). Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching

Brooks, S. P., Ekpe Adewuyi, E., Wasylak, T., Thomson, D., Davison, S. N., & Storey, K. (2024). How to use communities of practice to support change in learning health systems: A landscape of roles and guidance for management. Learning Health Systems, 8(3), e10412. https://doi.org/10.1002/lrh2.10412

Chiang, K. M., Yin, H., Lee, I., & Chang, C. H. (2024). Taking stock of the research into professional learning communities: Paradigms, pathways, and possibilities. Teaching and Teacher Education, 139, 104431. https://doi.org/10.1016/j.tate.2023.104431

Cotta, R. M. M., de Souza Ferreira, E., de Aguiar Franco, F., da Costa Souza Barros, G., Januário, J. P. T., Moreira, T. R., & Martín, R. L. (2024). The effectiveness of faculty development programs for training university professors in the health area: A systematic review and meta-analysis. BMC Medical Education, 24(1), 768. https://doi.org/10.1186/s12909-024-05735-1

Creswell, J. W., & Clark, V. L. P. (2017). Designing and Conducting Mixed Methods Research. SAGE Publications.

Dang, T. D., Phan, T. T., Vu, T. N. Q., La, T. D., & Pham, V. K. (2024). Digital competence of lecturers and its impact on student learning value in higher education. Heliyon, 10(17), e37318. https://doi.org/10.1016/j.heliyon.2024.e37318

Denee, R. (2024). The network professional learning community approach: An effective model for individual and group learning. Teacher Development, 28(3), 330–346. https://doi.org/10.1080/13664530.2024.2307588

Eaton, P. W., & Pasquini, L. A. (2020). Networked practices in higher education: A netnography of the #AcAdv chat community. The Internet and Higher Education, 45, 100723. https://doi.org/10.1016/j.iheduc.2019.100723

Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving Integration in Mixed Methods Designs—Principles and Practices. Health Services Research, 48(6pt2), 2134–2156. https://doi.org/10.1111/1475-6773.12117

Hakel, K., & Magin, M. (2024). The impact of professional development training on faculty’s integration of universal design for learning in daily teaching practices. International Journal of Inclusive Education, 30(2), 309–324. https://doi.org/10.1080/13603116.2024.2430527

Harmon, J., Brown, A., Birbeck, D., Crockett, J., Panadgoo, S., Nawas, A., Stringer, A., & Costabile, M. (2024). Interdisciplinary reflection by higher education academics using teaching squares: A scoping review. Nurse Education Today, 142, 106353. https://doi.org/10.1016/j.nedt.2024.106353

Huang, L., Liang, M., Xiong, Y., Wu, X., & Lim, C. P. (2024). A systematic review of technology-enabled teacher professional development during COVID -19 pandemic. Computers & Education, 223, 105168. https://doi.org/10.1016/j.compedu.2024.105168

Jenkins, G., Palermo, C., Clark, A. M., & Costello, L. (2024). Communities of practice to facilitate change in health professions education: A realist synthesis. Nurse Education Today, 134, 106091. https://doi.org/10.1016/j.nedt.2024.106091

Kohan, M., Changiz, T., & Yamani, N. (2023). A systematic review of faculty development programs based on the Harden teacher’s role framework model. BMC Medical Education, 23(1), 910. https://doi.org/10.1186/s12909-023-04863-4

Long, C., Li, C., Huang, G., & Fu, J. (2024). How to better promote teaching? Unveiling the links between Professional Learning Communities and Intrinsic Motivation among Foreign Language Teachers. Heliyon, 10(16), e36011. https://doi.org/10.1016/j.heliyon.2024.e36011

Lowrie, A., & McKnight, P. J. (2004). Academic Research Networks: A Key to Enhancing Scholarly Standing. European Management Journal, 22(4), 345–360. https://doi.org/10.1016/j.emj.2004.06.011

Ministry of Religious Affairs of the Republic of Indonesia. (2024). Keputusan Menteri Agama Nomor 828 Tahun 2024 tentang Pedoman Pembinaan dan Pengembangan Profesi dan Karier Jabatan Fungsional Dosen Rumpun Ilmu Agama.

Morrison, L., & Hughes, J. (2024). Promising practices for online professional learning. Computers and Education Open, 7, 100209. https://doi.org/10.1016/j.caeo.2024.100209

Muradi, A. (2016). PENGEMBANGAN KOMPETENSI GURU BAHASA ARAB MELALUI IMLA SEBAGAI ORGANISASI PROFESI. Arabi : Journal of Arabic Studies, 1(2), 1–10. https://doi.org/10.24865/ajas.v1i2.2

Mydin, A.-A., Xia, Y., & Long, Y. (2024). Professional learning communities and their impact on teacher performance: Empirical evidence from public primary schools in Guiyang. Teaching and Teacher Education, 148, 104715. https://doi.org/10.1016/j.tate.2024.104715

Pareigis, J., Kvarnström, M., Cefa, B., Bai, J. Y. H., Zawacki-Richter, O., Uhlin, L., Jakobsson, N., & Theilmeier, G. (2024). Open networked learning – a course, a community, an approach. International Journal for Academic Development, 29(2), 169–184. https://doi.org/10.1080/1360144X.2024.2350652

Parkinson, T., Quinlan, K. M., & Bolander Laksov, K. (2024). Beyond academic development as institutional practice: Advancing community-led approaches. International Journal for Academic Development, 29(2), 155–168. https://doi.org/10.1080/1360144X.2024.2362331

Prodanova, J., & Kocarev, L. (2023). Universities’ and Academics’ Resources Shaping Satisfaction and Engagement: An Empirical Investigation of the Higher Education System. Education Sciences, 13(4), 390. https://doi.org/10.3390/educsci13040390

Republic of Indonesia. (2012). Law of the Republic of Indonesia Number 12 of 2012 concerning Higher Education.

Salo, P., Francisco, S., & Olin Almqvist, A. (2024a). Understanding professional learning in and for practice. Professional Development in Education, 50(3), 444–459. https://doi.org/10.1080/19415257.2024.2311108

Salo, P., Francisco, S., & Olin Almqvist, A. (2024b). Understanding professional learning in and for practice. Professional Development in Education, 50(3), 444–459. https://doi.org/10.1080/19415257.2024.2311108

Salo, P., Francisco, S., & Olin Almqvist, A. (2024c). Understanding professional learning in and for practice. Professional Development in Education, 50(3), 444–459. https://doi.org/10.1080/19415257.2024.2311108

Siregar, A. H. (2024). Pendekatan Sosiologis dalam Studi Agama; Signifikansinya Terhadap Kemajuan Peradaban Islam. EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam Dan Keagamaan, 8(2), Article 2. https://doi.org/10.47006/er.v8i2.20677

S.Lewis-Beck, M., Bryman, A., & Liao, T. F. (n.d.). Sage Research Methods—The SAGE Encyclopedia of Social Science Research Methods—Semistructured Interview. Retrieved March 7, 2026, from https://methods.sagepub.com/ency/edvol/the-sage-encyclopedia-of-social-science-research-methods/chpt/semistructured-interview?utm_source=chatgpt.com#_

Steinert, Y., Mann, K., Anderson, B., Barnett, B. M., Centeno, A., Naismith, L., Prideaux, D., Spencer, J., Tullo, E., Viggiano, T., Ward, H., & Dolmans, D. (2016). A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40. Medical Teacher, 38(8), 769–786. https://doi.org/10.1080/0142159X.2016.1181851

Steinert, Y., Naismith, L., & Mann, K. (2012). Faculty development initiatives designed to promote leadership in medical education. A BEME systematic review: BEME Guide No. 19. Medical Teacher, 34(6), 483–503. https://doi.org/10.3109/0142159X.2012.680937

Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education, 61, 47–59. https://doi.org/10.1016/j.tate.2016.10.001

Vescio, V., Ross, D., & Adams, A. (2008a). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91. https://doi.org/10.1016/j.tate.2007.01.004

Vescio, V., Ross, D., & Adams, A. (2008b). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91. https://doi.org/10.1016/j.tate.2007.01.004

Viera Trevisan, L., Leal Filho, W., & Ávila Pedrozo, E. (2024). Transformative organisational learning for sustainability in higher education: A literature review and an international multi-case study. Journal of Cleaner Production, 447, 141634. https://doi.org/10.1016/j.jclepro.2024.141634

Wenger, E. (1999). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.

Wenger-Trayner, É. (2008). Communities of practice: Learning, meaning, and identity (18th printing). Cambridge University Press.

Yahng, L. (2017). An Introduction to Survey Research. SAGE Publications Ltd. https://doi.org/10.4135/9781473991705


Dimensions, PlumX, and Google Scholar Metrics

10.33650/edureligia.v9i2.11793


Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Fitri Alaidza Mukhtar

Creative Commons License
 

Edureligia : Jurnal Pendidikan Agama Islam
Published by Lembaga Penerbitan, Penelitian dan Pengabdian kepada Masyarakat (LP3M) of Nurul Jadid University, Probolinggo, East Java, Indonesia.