MANAJEMEN STRATEGIK PENGEMBANGAN PROFESI GURU PENDIDIKAN AGAMA ISLAM PADA ERA REVOLUSI 4.0 MELALUI KANTOR KEMENTERIAN AGAMA KOTA YOGYAKARTATA

This research was conducted because it needs attention to the professional development of Islamic Religious Education teachers. Teachers, as student facilitators in learning, need competences according to the era of the Industrial Revolution 4.0. The Yogyakarta City Ministry of Religion Office is one of the institutions that manages Islamic Religious Education teachers in terms of professional development. the problem in this research is: Why is it necessary to develop the Professional Development of Islamic Religious Education Teachers in the Era of the Industrial Revolution 4.0? Industrial Revolution 4.0 through the Ministry of ReligionYogyakarta City? This type of research is a field research with a qualitative approach. The research method uses observation, interview, and documentation techniques. The data validity test used triangulation method and data analysis used Milles and Huberman's technique. The results showed that: (1)Professional development of teachers must be done to develop teacher competence to become professional teachers. So that it can become a facilitator who can shape student character as well as be competent to do interesting learning. (2) Professional Development of Islamic Religious Education Teacher is carried out by the PAIS Section in coordination with supervisors by implementing programs and activities for teachers which include three stages, namely planning, implementing, and evaluating. (3) The program of activities carried out for the professional development of Islamic Religious Education teachers in the Industrial Revolution 4.0 Era is the Learning Competency Development and Continuous Professional Development program which is oriented towards developing teacher competencies. Based on the indicators made by the researcher, it was concluded that the salient competence in the development of the teaching profession through the Islamic Education Section was Pedagogical competence, namely by maximizing the supervisor's function in coaching Islamic Religious Education teachers. Furthermore, it can be seen that teachers with good and complete teaching skills are administratively ready to face the Industrial Revolution 4.0 era proven in carrying out teaching and learning activities