Local Wisdom Integration in Islamic Education: Empowering Professionalism of Future Elementary School Educators

This study aims to analyze the religious character and independence of elementary school teacher candidates through Project Based Learning (PjBL) and the effect of the PjBL model on religious character and independence. This research is a combination research (Mixed Methods). The combined method design model used in this research is a sequential exploratory design. The subjects in this study totaled 120 elementary school teacher candidates in semester 6 who were joined in three classes. The first stage is to use a qualitative approach using data collection techniques through observation, interviews, and documentation through project-based learning. Test the validity of the data using triangulation techniques. The data analysis technique for the Miles, Huberman, and Saldana model consists of three stages: data condensation, data display, and conclusions. The next stage is a quantitative study using a quasi-experimental type with a nonequivalent control group design. The sampling technique used was simple random sampling, so two classes were selected as the experimental class and one class as the control class. Data collection techniques using a questionnaire. The data analysis technique uses a statistical test, the Mann Withney-U test. The results of the analysis show that: 1) the project-based learning model can be used to strengthen the religious character and independence of prospective elementary school teachers as an effort to foster professionalism; 2) Project-based learning has a significant effect on the religious character and independence of prospective elementary school teachers with respective significance values of 0.002 and 0.003 meaning less than 0.05; 3) Religious character in terms of gender shows that women have a higher religious character than men; 4) Independence in terms of gender shows that men have higher independence than women.


INTRODUCTION
Teachers are essential in education (Ludwikowska, 2019;Fredy, et al: 2022).Rosni (2021) states that the main factor that a teacher must own is competence.Fredy, et al (2022) noted that competence can be interpreted as an ability to do a job based on skills and knowledge and supported by a work ethic that is relevant to the job.Meanwhile, according to Law No. 14 of 2005 Volume 20 Nomor 2 2023 concerning Teachers and Lecturers, competence is a set of knowledge, skills, and attitudes teachers must master and practice in carrying out professional duties.Symeonidis (2019) states that teacher competence indirectly affects student performance and achievement.The more competent a teacher is, the more performance and student achievement tend to increase.Ludwikowska (2019) explains that a teacher must be qualified and professional to improve students' knowledge and skills.In the context of teaching, a competent teacher is a teacher who is committed to student development and learning goals.Professional teachers have the competencies stipulated in the Regulation of the Minister of National Education No. 16 of 2017 concerning Academic Qualification Standards and Teacher Competency, namely teachers with pedagogical, social, professional, and personal competence.
Pedagogic competence relates to mastery of student characteristics, knowledge of learning theory, mastery of using information technology, ability of making evaluations, and so on.Personality competence is related to a teacher's attitude, such as acting by applicable norms, having a noble character, being authoritative, and having a high work ethic.Social competence is related to the ability of a teacher to communicate effectively and politely, not discriminatory, and so on.Meanwhile, professional competence relates to material mastery, creative material development, sustainable professional development, etc. Caena and Redecker (2019) state that a professional teacher must prepare the environment and student learning experience.A teacher must be able to build trusting relationships with students, develop learning strategies and techniques to trigger student creativity, develop teamwork, understand student characteristics, and be able to develop student potential.
Given the importance of teacher professionalism for students, PGSD students as prospective teachers must be able to master and have teacher competence before practicing directly at school.So that future elementary school teachers are ready to educate and teach elementary school students.The government has determined that teacher competencies need to be owned by prospective elementary school teachers to develop their professionalism.Teacher professionalism can be interpreted as the ability of teachers to carry out their teaching profession with high skills (Taufiqurrahman, 2021).Professional teachers have special abilities and expertise in teacher training so that they can carry out their duties and functions as teachers with maximum skills.It was also explained that professional teachers can provide the best service to students with their abilities so that students can receive and understand the delivery of the material delivered (R. Dewi & Khotimah, 2020).
A teacher must own religious character and independence because it is one of the efforts in developing competencies, especially personality competencies.Even religious character becomes the primary aspect of character education.As mandated in Presidential Regulation No. 87 of 2017 concerning strengthening character education.Religious character is placed in the first position, indicating the magnitude of the role of religious character for every student in Indonesia.Marzuki et al. (2018) stated that religious character is an important aspect and strategy for achieving national education goals.Indawati et al (2022) explained that religious character education is a character that an educator must firmly instill.A teacher must be a good role model for students before educating children.Adnan, et al. (2021) emphasized that with an excellent religious attitude, a balance will be found between the functions of the mind and heart so that a person can think well, be calm, and be patient.Strengthened by Abdel-Klalek & Lester (2017)

, individuals in this
Local Wisdom dkk) | 185 Volume 20 Nomor 2 2023 case are prospective elementary school teachers who are religious and are considered more capable of coping with the psychological pressures experienced in learning activities.Spiritually healthy individuals or students will have positive implications for the progress of national education (Anita & Kartowagiran, 2019).Especially during the rapid development of globalization, which is very complex, it requires individuals who have a strong soul so that they avoid despair, depression, stress, and even suicide (Mufron et al, 2021).
In addition to religious character, independence is essential for educators or prospective teachers.Khayitovna (2023) explains that autonomy is in demand in today's education system, including the ability to solve problems and think critically and creatively.However, some of the issues are the need for more emphasis on independence in the higher education system, including the ability to think critically, creatively, and analytically.Independence must be emphasized in the education system because it is a form of organizing the educational process that can stimulate activity and encourage student learning.Independent learning is essential to becoming a professional (Khayitovna, 2023).Mashrabovna & Kizi (2022) also reinforce that having a separate character will form quality individuals, such as being able to find solutions to every problem and easily master topics that are difficult to understand.
Given the importance of religious character and independence that educators must possess, efforts are needed to develop these characters using project-based learning.Project-based learning provides an excellent opportunity for students to learn independently and makes learning more meaningful (Sumarni, 2015;Hava & Michal, 2015;Suryandari et al: 2017).This is also corroborated by the findings of Erwantiningsih et al. (2021), who found that project-based learning is proven to have a significant influence on independence.It was explained in his research that so far, higher education institutions have not been optimal in producing competent student output and surviving in the competitive world of work, so project-based learning, learning is appropriate in shaping student independence through doing projects and applying them to the real world.Project-based learning also provides deep freedom of thought to be able to develop problemsolving skills and think creatively and critically (Hanafiah & Suhana, 2009;Suryandari et al, 2017;Fatimah, 2018).Project learning can also be used to develop students' religious character.Fatgehipon et al. (2021) explained that project-based learning could develop anti-radicalism attitudes among individuals.The existence of collaboration between students will form a great attitude of tolerance, such as accepting differences of opinion to find the right concept.Tolerance and respect for differences are two aspects of religious attitude and religious moderation.
Many studies have examined project-based learning to develop religious character and independence.The findings of Erwantiningsih, et al (2021) lead to the conclusion that projectbased learning is proven to have a significant effect on independence.Through quantitative analysis of student independence, the value of the t count is greater than the t table, so projectbased learning affects student independence.The research results of Thamrin et al. (2022) also prove that project-based learning is effectively used to improve the quality of learning and independence.A quasi-experimental research design with a post-test control group design and analysis with the Mann-Whitney U test concluded that the project-based learning model affected students' independence.Other research was found by Sakinah, et al (2022) that through R&D research, project-based learning designs were stated to be valid, practical, and effective for increasing student independent learning.In addition, other findings that examine project-based Volume 20 Nomor 2 2023 learning can develop students' religious character.Research by Fatgehipon et al. (2021) proved that developing project-based learning through the R&D research stage was proven to develop an antiradicalism attitude among individuals.Collaboration between students will form a great tolerance attitude such as accepting differences of opinion to find the right concept.Other findings from Lutfiyatun et al (2023) also resulted in findings that the development of a project-based model with R&D stages was proven valid and effective in internalizing the religious character of religious moderation.Students will learn about tolerance through pre-project, project implementation, and post-project activities, such as respecting others, accepting differences, and not forcing others to have the same thoughts and actions.
Based on the background above, this study aims to analyze project-based learning in developing prospective elementary school teachers' religious character and independence.This study took the subject of 6th-semester elementary school teacher candidates, totaling 3 classes with 120 elementary school teacher candidates.This research was a combination research (Mixed Methods).Sugiyono (2013) states that mixed methods research is a research method that combines quantitative methods and qualitative methods to be used together in research activity to obtain more comprehensive, valid, reliable, and objective data.Comprehensive data is complete data which is a combination of quantitative data and qualitative data.Meanwhile, Creswell (2009) mentions that this combination research is also known as multimethod, convergence, and combine.The combined method design model used in this research is a sequential exploratory design, namely a combination research method that combines qualitative and quantitative research methods sequentially.The first stage of the research uses qualitative methods, and the second stage uses quantitative methods (Sugiyono, 2013).Qualitative methods function to find hypotheses in certain cases or limited samples, and quantitative methods function to test hypotheses in a wider population.So, this method is useful for finding hypotheses and, at the same time, proving the external validity of these hypotheses.
The combined method design model used in this research is a sequential exploratory design, namely a combination research method that combines qualitative and quantitative research methods sequentially.The first stage of the research uses qualitative methods, and the second stage uses quantitative methods (Sugiyono, 2013).Qualitative methods function to find hypotheses in certain cases or limited samples, and quantitative methods function to test hypotheses in a wider population.So, this method is useful for finding hypotheses and, at the same time, proving the external validity of these hypotheses.
The first stage is to use a qualitative approach by analyzing the religious character and independence of elementary school teacher candidates through observation, interviews, and documentation through project-based learning.Test the validity of the data using triangulation techniques.This study uses the data analysis technique of the Miles, Huberman, and Saldana model, which consists of three stages: data condensation, data display, and conclusions (Miles et al., 2014).The results of the qualitative analysis are used as a reference in the quantitative phase of the research.This stage uses a quasi-experimental type with a non-equivalent control group design.The population in this study were all 6th-semester elementary school teacher candidates, totaling 120 students.The sampling technique used was simple random sampling, so two classes were selected as the experimental class and one class as the control class.The data collection technique in this quantitative research phase was to use a questionnaire with five alternative answer choices, Local Wisdom dkk) | 187 Volume 20 Nomor 2 2023 namely Strongly Agree, Agree, Fairly Agree, Less Agree, and Disagree, for measuring the independence of elementary school teacher candidates.The measurement of religious character is carried out using The Muslim Religiosity-Personality Inventory (MRPI) adapted from Krauss (2015), namely with a Likert size scale of 1 (low) to 5 (high).The MPRI test consists of two main dimensions: Islamic worldview and religious personality.However, this research only examines the dimensions of religious personality.This adjusts to the focus of measurement and analysis on the religious character of prospective elementary school teachers.The hypothesis test in this study uses the Mann Withney-U test because the resulting data is not normally distributed.

RESULT AND DISCUSSION
This research was conducted for three months for elementary school teacher candidates in the 6th semester to analyze the implementation of project-based learning in strengthening the religious character and independence of elementary school teacher candidates through a mixedmethod approach.The first stage was conducted qualitatively through observation, interviews, and documentation techniques.The following is a description of the subject of this study.

Figure 1. Characteristics of Respondents Based on Gender
Figure 1 shows that the characteristics of respondents based on gender are 84% (100) female and 16% (20) male.Based on the results of observations, the religious character of prospective elementary school teachers during learning using the PjBL model for six months showed a good improvement.The religious character on the religious personality dimension analyzed includes three indicators: personal, social, and ritual.Following are the results of the observation table of the religious character of prospective elementary school teachers for each indicator.teachers was in the good category with a percentage of 79.34%.Figure 2 is a comparison of religious characters.

Figure 2. Comparison of Religious Character for Each Indicator
Figure 2 explains that the religious character of elementary school teacher candidates on the ritual indicator shows the highest percentage compared to the other indicators, with an achievement percentage of 83%.The ritual aspect relates to an individual who performs his obligations in the religion he adheres to.For example, praying, fasting, zakat, praying, reading the holy book, going to places of worship, and so on.This ritual aspect is usually carried out on campus by praying and praying in congregation at the prayer room.Based on the results of interviews with several prospective elementary school teachers, they are consistent with the Dhuha prayer schedule and congregational prayers in the prayer room.The mosque is a strategic place for developing religious character, especially in ritual.It can be seen that based on the results of observations and documentation, several elementary school teacher candidates worship and recite the holy book or even do murojaah with others.This aspect of the ritual, even though it is an attitude that is usually and repeatedly carried out in everyday life, with positive activities that are carried out routinely and consistently, will shape the character in depth.Based on the results of interviews with several elementary school teacher candidates, their motivation for carrying out routine ritual activities is to deepen worship and increase faith and piety to Allah SWT.In addition, some explain that worship is the obligation of every individual in the world.So we should do worship.
The formation of religious character in this case can be developed through project-based learning, which can be developed by providing a project to carry out the refraction of attitudes that contain religious values.the lecturer gives daily journals to prospective elementary school teachers to do habituation projects every day.The existence of this daily journal as a form of monitoring lecturers during project learning.This project can be done in groups as well as individually.Projects that can be carried out in groups are by praying in congregation and murojaah.Based on the results of observations and documentation, prospective elementary school teachers are enthusiastic about carrying out projects directed by educators.Having a religious-based project will increase one's faith and form the mentality of prospective elementary school teachers who are strong and always think positively so they don't easily give up when given challenges.Pridayanti, et al (2022)  The results of the interviews show that prospective elementary school teachers are happy with project-based learning.With the project's existence, prospective elementary school teachers are accustomed to cooperation to form an attitude of tolerance and mutual respect between differences.Tolerance is an aspect of religious character, so it will form high social attitudes for prospective elementary school teachers.Based on the results of the analysis, the aspect of cooperation, which in this case is the social aspect in terms of religious character, shows a good category with an achievement percentage of 75%.Even though in analysis, the social aspect is the lowest compared to other aspects, it still shows a good category so that it can be concluded that prospective elementary school teachers have religious character in high social aspects.Social attitude in this case is an attitude of tolerance which is an attitude that needs to be owned by prospective elementary school teachers so that it will form good personality and social competence before becoming a teacher in school.Dewi & Stefany (2019) state that a teacher needs to have a good attitude of tolerance because the teacher will educate diverse students.
In the aspect of independence, project-based learning makes a major contribution to developing independent character.The following is an independent profile of prospective elementary school teachers.Table 2 shows indicators of independence for prospective elementary school teachers through PJBL.The results showed that the independent character of prospective elementary school teachers was in the good category with a percentage of 85.56%.Figure 3  However, in all indicators, the independence of elementary school teacher candidates shows a very good category.Reviewing the results of this analysis, the project-based learning model is proven to develop the independence of prospective elementary school teachers very well.This result is in line with research conducted by Ariyanto, et al (2022) that the PjBL model is proven to increase student independence.Likewise, the research results of Kasiyanti & Hayati (2022) show that the PjBL model has proven effective in increasing student independence.
Aspects of initiative and intrinsic learning motivation are significant aspects compared to other aspects in the independence of prospective elementary school teachers.Based on the results of observations and documentation, prospective elementary school teachers often provide questions or respond to creative ideas related to learning topics.Especially when lecturers brainstorm, many students feel challenged to respond to each case study the lecturer gives.Brainstorming is an activity to explore the understanding of prospective elementary school teachers and, at the same time, develop critical and creative thinking skills and problem-solving skills.This is in line with the research of Suryandari et al. (2017) and Ganaphaty et al. (2017), who found that brainstorming activities can develop students' reasoning abilities and train their problem-solving skills.
Based on the interview results, project-based learning provides many opportunities for students to learn independently in discovering a concept.With this independence, students will be more creative in finding a lot of reference literature.The many and extensive reference excavation activities will also train in developing literacy skills.The results of the interviews also showed that the majority of prospective elementary school teachers used library facilities to find literature.Based on table 3, 60% of students do more literature searches from scientific journals.The results of the interviews show that prospective elementary school teachers have more access to scientific journals to find a concept because there are many creative ideas contained in the journal.Besides, scientific journals are valid and reliable references due to the research process.The existence of Internet facilities makes it easier for prospective elementary school teachers to access scientific journals and other considerations.Stephani Bell (2010) explains that in the 21st century, students use computers in more advanced ways.Especially in project-based learning, in the problem-solving process segment, students can use much knowledge using internet facilities.Therefore, learning by using ICT is also an important factor.
ICT in learning can be used as a support in project-based learning.Malini Ganapathy et al. (2017) explained their findings that most educators surveyed stated that various ICT tools used in learning could help develop student independence.Using ICT/ICT to gather and present information related to materials allows easy access to various online information and helps to plan learning and search for new information.In addition, using ICT can make learning more exciting and interactive for students in today's digital era.Students will be able to study in a more productive environment.
Project-based learning has been proven to develop student independence.Purnomo & Ekantini (2023) found that project-based learning increases student independence.Strengthened in Thamrin's research (2022) also proves that project-based learning effectively improves the quality of learning and independence.Project-based learning makes an alternative to developing student independence.Based on the results of observations, it was seen that many students carried out activities independently with the team to search for literature and complete projects given by lecturers.Based on the results of the questionnaire analysis, religious character and independence were classified into high, medium, and low classifications.Table 4 compares the percentage of religious character and independence in terms of gender.4 shows that the aspect of religious character in terms of gender proves that women have better religious character than men.However, in contrast to independence, men are better than women.These results indicate that men are more independent than women, while women have a religious character compared to men.This result aligns with Basri's research (2015) that women have a higher religious character than men.Strengthened in research by Ortega & Kauss (2013), proving that women's religiosity is higher than men's.Ismail (2009) also confirmed that women's religious character is higher than men's.This can also be seen based on the results of observations that the majority are female students who often worship in the prayer room and carry out other religious activities.Women tend to have more worship time than men.Based on the results of the interviews, it was also stated that women do not have much burden in life, so they have more time to worship compared to men who have the burden of being breadwinners.The aspect of male independence is higher than that of women because, based on the results of the analysis, men are used to parenting in the family who are educated to be independent because a man a leader in the family, so he must have the courage to stand alone / be independent.Meanwhile, women tend to be educated to follow the direction of their parents' upbringing and tend to need more help from others than men.These results are relevant to Tagela (2021) that gender has a significant difference in independence.Male sex is proven to have better independence than women.Likewise, the results of research by Hasmalawati and Hasanati (2018) showed that there are significant differences in the independence of men and women.Men have higher independence than women.Based on the results of the questionnaire analysis, project-based learning has proven to impact the development of religious character and the independence of prospective elementary school teachers.The results of statistical tests also prove this.Based on the results of hypothesis testing using the Man-Whitney-U test, a summary of the results is shown in Table 5.The hypotheses in this study are: Hypothesis 1: Project-based learning has an effect on the religious character of prospective elementary school teachers.Hypothesis 2: Project-based learning has an effect on the independence of prospective elementary school teachers.Table 5 shows that project-based learning influences the religious character of elementary school teacher candidates with a significance value of 0.002 <0.05.These results are relevant to the findings of Fatgehipon, et al (2021) which prove that the development of project-based learning through the R&D research stage is proven to be able to develop an anti-radicalism attitude among individuals.The existence of collaboration between students will form a great attitude of tolerance such as accepting differences of opinion to find the right concept.Other findings from Lutfiyatun, et al (2023) also resulted in findings that through the development of a project-based model with R&D stages, it was proven valid and effective in internalizing the religious character of religious moderation.Through pre-project, project implementation, and post-project activities students will learn about tolerance such as respecting others, accepting differences, and not forcing others to have the same thoughts and actions.Table 5 shows that project-based learning influences the independence of prospective elementary school teachers, with a significance value of 0.003 <0.05.These results are relevant to research by Thamrin, et al (2022) which also proves that project-based learning is effective in improving the quality of learning and independence.Through a quasi-experimental research design with a posttest control group design and analyzed with the Mann Whitney-U test, it was concluded that the project-based learning model had an effect on students' independence.Other research was found by Sakinah, et al (2022) that through R&D research, project-based learning designs were stated to be valid, practical, and effective for increasing student independent learning.

CONCLUSION
The results of the study show that: 1) the project-based learning model can be used to strengthen the religious character and independence of prospective elementary school teachers as an effort to foster professionalism; 2) Project-based learning has a significant effect on the religious character and independence of prospective elementary school teachers with respective significance values of 0.002 and 0.003 meaning less than 0.05; 3) Religious character in terms of gender shows that women have a higher religious character than men; 4) Independence in terms of gender shows that men have higher independence than women.
Future research is expected to be able to measure other variables besides religious character and independence in project-based learning.HOTs variables, critical and creative thinking skills, and problem-solving skills can be measured.

Figure 3 .
Figure 3.Comparison of the Independence of each indicator

Figure 4 .
Figure 4. Classification of Religious Character in terms of Gender

Figure 5 .
Figure 5. Classification of Independence in terms of Gender

Table 1 .
Religious Characteristics of Prospective Elementary School Teachers Based on

Table 1
shows indicators of the religious character of prospective elementary school teachers through PJBL.The results showed that the religious character of prospective elementary school

Volume 20 Nomor 2 2023
mentioned in their findings that every individual must have a religious character.Religious character is the main foundation in developing other characters because religious values serve as guidelines or directions for doing good deeds.

Table 2 .
Independence of Prospective Elementary School Teachers

Table 3 .
Types of Student Literature Searches

Table 4 .
Percentage of religious character classification in terms of gender

Table 5 .
Summary of Mann-Whitney-U Results

Table 5 .
Summary of Mann-Whitney-U Results