Challenges and Interventions of ISAL Teachers on Implementing Madrasah Education Program in Elementary Schools

This study investigates the challenges and interventions strategies of Islamic Studies and Arabic Language (ISAL) teachers of three district schools: West Simunul, Tubig-Indangan and Panglima Sugala in implementing the Madrasah Education Program in elementary level. Findings revealed significant difficulties in adopting modern teaching approaches, securing mentorship, and accessing professional development opportunities. Despite these challenges, ISAL teachers employ proactive interventions, with a strong correlation between their struggles and responsive strategies. Demographic factors (age, experience, education) had minimal influence on perceptions, possibly due to sample sizes. This study suggests that greater awareness of these challenges motivates solution – driven approaches, with more experienced teachers demonstrating higher intervention effectiveness. The results underscore the need for enhanced teacher training, mentorship programs, and institutional support to optimize MEP implementation. Furthermore, strengthening professional development, fostering collaborative learning networks and integrating innovative teaching methods to empower ISAL educators. This research contributes to ongoing efforts in improving Madrasah education by addressing systematic challenges and promoting sustainable teacher support mechanisms.