The study contributes new knowledge to the under-researched area of Islamic pedagogy, highlighting that Islamic pedagogic renewal must privilege (a) faith-perspectives, as legitimate and credible ways

The gap

Consensus across the literature

Supporting evidence — 3 representative gaps

• Teacher Professionalism From the Perspective of the Sociology of Islamic Education in the Era of Revolution 5.0 (2026) · doi

  This study has several limitations that should be considered as a basis for further research. First, methodologically, it employed a literature review approach, making it conceptual and reflective in nature, lacking empirical field data on teacher professionalism practices in the 5.0 Revolution era. Second, the study's scope is limited to the integration of educational sociology and Islamic values, and it does not yet encompass policy, economic, or institutional dynamics in depth. 68 Yunita et al., “The Concept Of Ulul Albab According To M. Quraish Shihab In Tafsir Al-Mishbah QS. Ali Imran Verse 190-191 And Its Implication On Character Education.” Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Vol. 20, No. 3 May - June 2026 1576 Faidil Fathurrohman, Tutuk Ningsih, M. Slamet Yahya: Teacher Professionalism From the Perspective of the Sociology of Islamic Education in the Era of Revolution 5.0 Third, contextual limitations arise because this research was developed within the dynamic context of the 5.0 Revolution era, so its relevance may shift with technological and social developments. Fourth, from an analytical perspective, this study focuses solely on the sociological approach to Islamic education without integrating other disciplines such as psychology, philosophy, or educational management. Therefore, further research is expected to develop an interdisciplinary approach for more comprehensive and applicable results.

  Keywords: approach revolution islamic education limitations further teacher professionalism educational sociology perspective several considered basis first
• Enhancing Students’ Engagement Of Library Use Through Integration With Regular Academic Activities: An Action Research (2026) · doi

  Science teachers in hybrid educational environments, particularly Madrasahs, must adopt a holistic approach to their professional development that goes beyond textbook fluency. It is essential for educators to cultivate a reflective teaching identity that aligns with both academic standards and Islamic ethical values. This dossier should document teaching philosophy, lesson plans that integrate moral concepts, classroom management strategies, and 360° feedback from learners and colleagues. Such evidence not only deepens self-insight but strengthens one’s recruitment case under competency-focused hiring. Moreover, teachers should intentionally align their instructional methods with the school’s ethical vision. Integrating Quranic perspectives and Islamic values into scientific content helps students connect their faith to contemporary knowledge, nurturing both intellect and integrity. Teachers must be proactive in showcasing this alignment during recruitment processes, especially through well-documented reflections and sample lesson designs. In addition, science educators should invest in the continuous development of soft skills such as communication, emotional intelligence, adaptability, and cultural sensitivity. These competencies, often overlooked in traditional training, play a crucial role in navigating diversity and earning learner trust. Engaging in mentorship, peer collaboration, and intentional self-evaluation helps these skills mature over time. Professional growth must also be driven by continuous, purposeful development. Teachers should participate in workshops, seminars, and academic certification programs, particularly those focused on Islamic pedagogy and performance driven frameworks. These initiatives not only enhance subject knowledge but also signal dedication to personal mastery—an essential trait in value- centered hiring systems. JAARIE.ITTC.EDU.BD 55 JAARIE: 1 (1), 2025 Finally, science teachers are encouraged to approach their career as a mission grounded in self-renewal and institutional harmony. By combining reflective practice with visible proof of value-conscious teaching, teachers can position themselves as credible educators shaped by both knowledge and conscience. This not only increases their employability in faith-integrated institutions but also amplifies on student flourished and school progress. FUTURE ACTION RESEARCH Building on the insights from this study, future action research should focus on developing, implementing, and evaluating structured competency-based recruitment models across a broader range of Madrasahs and hybrid Islamic schools. A key area for exploration is the lasting influence of dossiers on teaching strength and learner progress . By tracking newly recruited teachers over a 3–5 year period, researchers can assess

  Keywords: teachers teaching islamic science must development educators self recruitment knowledge hybrid particularly madrasahs approach professional
• Descriptions and enactments of Islamic pedagogy: reflections of alumni from an Islamic Teacher Education Programme (2020) · doi

  The study contributes new knowledge to the under-researched area of Islamic pedagogy, highlighting that Islamic pedagogic renewal must privilege (a) faith-perspectives, as legitimate and credible ways of knowing; (b) local voices, perspectives, contexts, and lifeworlds of learners in shaping and reshaping classrooms and schools; and (c) educational values that influence praxis in light of the unique visions of Islamic schools.

  Keywords: islamic perspectives schools contributes knowledge researched area pedagogy highlighting pedagogic renewal must privilege faith legitimate