PENINGKATAN KOMPETENSI PEDAGOGIK GURU PENDIDIKAN AGAMA ISLAM (Studi di SMP Negeri 1 Prambanan, SMP Negeri 1 Berbah, SMP Negeri 1 Kalasan)

Based on the importance of pedagogical competencies that must be possessed by teachers, the authors try to get information about the pedagogical competencies possessed by Islamic Religious Education teachers. This research is a qualitative field research. The subjects in this study were the Principal of the School, PAI Educators (Teachers), Students. While the technique of using data uses observation, interviews and documentation. The results showed that in general the pedagogical competence of Islamic Religious Education teachers at SMP N 1 Berbah, SMP N 1 Prambanan and SMP N 1 Kalasan had met several indicators of the pedagogic components, namely by understanding students, developing curriculum, learning design, implementing educational learning and dialogue, evaluation of learning outcomes, and development of the potential of students. Efforts made by Islamic Religious Education teachers in improving pedagogical competence, namely by participating in the Subject Teacher Deliberation (MGMP), teacher training held internally and externally at school, supervision, some participating in discussions, seminars and workshops, PAI teacher pedagogical competence, if seen from some of its activities it can be said that there is an increase. The improvement of the pedagogical competence of Islamic Education teachers is shown by the existence of products that are produced in the form of lesson plans, student worksheets, syllabus and so on in MGMP activities, besides that the teacher gets knowledge about IT which can be applied to students in a lesson through seminars and workshops. And supervision carried out by supervisors can make teachers more competent in educating students. The factors that influence the improvement of the pedagogical competence of Islamic Religious Education teachers, the background of Islamic Education teachers, the teaching experience of Islamic Education teachers and besides the learning support facilities in the three schools