PENDIDIKAN PROFESI GURU AGAMA HINDU DALAM PENGUATAN KOMPETENSI DAN MODERASI BERAGAMA

Abstract

Hindu religious education teachers bear a twofold responsibility, namely as professional educators required to master pedagogical competence and as spiritual guides who become the reference point for students religious attitudes. Teacher Professional Education is the formal pathway for shaping this professionalism, yet its implementation has thus far emphasised mastery of learning tools and has not deliberately positioned religious moderation as a measurable learning outcome. This study aims to describe the nature and legal basis of Teacher Professional Education for Hindu religious teachers, to analyse the competence structure they must master, to examine the position of religious moderation as the programme orientation, to formulate strategies for its strengthening, and to identify the challenges faced. The study employs a qualitative approach using library research. The data were analysed through content analysis consisting of reduction, display, and conclusion drawing. The findings reveal three points. First, Hindu religious education teachers require a competence structure comprising four standard competences, namely pedagogical, personal, social, and professional, complemented by spiritual-religious competence as the distinguishing mark of their profession. Second, religious moderation has strong roots within Hindu teachings, so strengthening it through Teacher Professional Education is not the addition of an external idea but an excavation from within. Third, such strengthening can be pursued through case-based content deepening, workshops producing learning tools infused with moderation, field practice in plural schools, and planned attitude assessment.