From Knowledge to Practice: an Exploration of the Pedagogical Content Knowledge (PCK) of Islamic Religious Education Teachers in Madrasah Ibtidaiyah

Abstract

This study aims to describe the Pedagogical Content Knowledge (PCK) of Islamic Religious Education (IRE) teachers at MI Mambaul Ulum Dagan, particularly in selecting teaching methods, instructional strategies, learning media, and understanding students’ characteristics. PCK refers to the integration of subject matter knowledge and pedagogical knowledge that enables teachers to present learning materials according to students’ characteristics and learning needs. This study employed a qualitative approach with a case study design. The research was conducted at MI Mambaul Ulum Dagan, Lamongan, Indonesia. Data were collected through observation, interviews, and documentation involving the principal, vice principal for curriculum affairs, IRE teachers, and students as research informants. Data were analyzed using the Miles and Huberman model through data condensation, data display, and conclusion drawing. Data validity was established through source and technique triangulation. The findings indicate that the PCK of IRE teachers at MI Mambaul Ulum Dagan is categorized as good. This is reflected in teachers’ ability to select teaching methods according to learning materials, objectives, and students’ conditions; apply instructional strategies that support student participation; select and use learning media according to instructional needs; and understand students’ diverse characteristics and learning needs. The findings further show that teachers are able to adjust the delivery of learning materials to students’ conditions and levels of understanding. Thus, the implementation of PCK supports the organization of learning that is appropriate to students’ characteristics and learning objectives and contributes to the professional competence of IRE teachers at the Madrasah Ibtidaiyah level