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Islamic Religious Education (PAI) in primary schools requires more than cognitive transmission of religious doctrines; it demands transformation toward prophetic values rooted in Humanization (amar ma'ruf), Liberation (nahi munkar), and Transcendence (tu'minuna billah). This Community Engagement (PKM) initiative aims to assist teaching staff at SD Al-Bana Natar in designing, integrating, and implementing strategies for internalizing prophetic values into PAI learning modules and evaluation instruments under the Merdeka Curriculum. The methodology adopted is Participatory Action Research (PAR), implemented through four stages: To Know (needs assessment), To Plan (designing prophetic-based modules), To Do (training, mentoring, and micro-teaching), and To Evaluate (impact evaluation and reflection). Participants comprised 18 teachers and educational staff. Results indicated an increase in teachers' pedagogical capacity by 42.5%, from a pre-test average score of 54.2 (insufficient) to 96.7 (excellent) after intervention. Teachers successfully developed prophetic PAI modules and applied cognitive-affective habituation techniques. The PAR mentoring model effectively strengthened teachers' competence and students' character development.
Islamic Religious Education (PAI) in primary schools requires more than cognitive transmission of religious doctrines; it demands transformation toward prophetic values rooted in Humanization (amar ma'ruf), Liberation (nahi munkar), and Transcendence (tu'minuna billah). This Community Engagement (PKM) initiative aims to assist teaching staff at SD Al-Bana Natar in designing, integrating, and implementing strategies for internalizing prophetic values into PAI learning modules and evaluation instruments under the Merdeka Curriculum. The methodology adopted is Participatory Action Research (PAR), implemented through four stages: To Know (needs assessment), To Plan (designing prophetic-based modules), To Do (training, mentoring, and micro-teaching), and To Evaluate (impact evaluation and reflection). Participants comprised 18 teachers and educational staff. Results indicated an increase in teachers' pedagogical capacity by 42.5%, from a pre-test average score of 54.2 (insufficient) to 96.7 (excellent) after intervention. Teachers successfully developed prophetic PAI modules and applied cognitive-affective habituation techniques. The PAR mentoring model effectively strengthened teachers' competence and students' character development.
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