Experiential Reflection and Processing as a Model for Improving the Competencies of Islamic Studies Teachers
It has become commonplace for institutions to provide training with the intent of improving teachers' competencies and teaching abilities. Although various models have been employed, these have not always met participants' needs and thus have not had the expected results. This study offers experiential reflection and processingas a training model for improving the competencies of Islamic Studies teachers at the elementary school level. Research for this article was conducted through training activities at West Sumatran elementary schools using the research and development methods proposed byBorg and Gall. Analysis shows that teacher training has yet to significantly improve teachers' competencies, a problem that can be overcome through the application of the offered model. This article thus recommends the application of the experiential reflection and processing training model to improve the competencies of Islamic Studies teachers, with participants showing a significant improvement in their test scores. As such, the experiential reflection and processing model of teacher training offers a good alternative for improving the competencies of Islamic Studies teachers in West Sumatra.