Student Perceptions Of Choosing Islamic Religious Education Teaching As A Career: Evidence From State Islamic University Walisongo

Gibran Akyas; Sabarudin; Fihris; Ana Afida; Lulu Hidayah

doi:10.37567/ijgie.v7i2.5457

Gibran Akyas UIN Sunan Kalijaga Yogyakarta, Indonesia
Sabarudin UIN Sunan Kalijaga, Yogyakarta, Indonesia
Fihris UIN Walisongo, Semarang, Indonesia
Ana Afida UIN Walisongo, Semarang, Indonesia
Lulu Hidayah UPGRIS, Semarang, Indonesia

DOI: https://doi.org/10.37567/ijgie.v7i2.5457

Keywords: Islamic Religious Education teachers; career perception; professional identity; Islamic values; hybrid career pathways

Abstract

This study addresses the underexplored career perceptions of Islamic Religious Education (PAI) students, who face a distinct tension between religious vocation and economic pragmatism amidst declining teaching interest in Indonesia. Employing a qualitative case study at UIN Walisongo Semarang, data were collected via in-depth interviews with 12 purposively selected PAI students (semesters 5–8) and non-participant observation, analyzed using thematic analysis. Findings reveal that while students frame teaching through Islamic values such as amal jariyah and da'wah, career commitment remains conditional, continuously negotiated against pragmatic concerns including welfare, civil servant status, and administrative burdens. Practical teaching experiences and organizational involvement significantly enhance self-efficacy, whereas their absence fosters anxiety. Critically, strong vocational motivation does not necessarily coincide with pedagogical readiness, and students construct hybrid pathways combining formal teaching with entrepreneurship, digital media, or academic specialization. These findings indicate professional identity formation is a dynamic negotiation between idealism and structural constraints. Theoretically, this study introduces an 'Islamic professional habitus,' while practically, it advocates for early practicums, formal recognition of organizational skills, and diversified career guidance. Future longitudinal research across institutions is recommended to track the realization of these hybrid pathways.

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