Integration of the SECI Knowledge Management Model in Developing Islamic Religious Education Teachers' Competencies: Implications for Quality-Based Learning Management in Elementary Schools

Abstract

This study examines the implementation of Nonaka's Socialization, Externalization, Combination, and Internalization (SECI) Knowledge Creation Model in developing Islamic Religious Education (PAI) teachers' professional competencies and improving the quality of learning in elementary schools. Using a qualitative case study design, the study was conducted at SDI Mutiara Sunnah Cikarang Barat through in-depth interviews, classroom observations, and document analysis over a four-month period. The findings indicate that the four SECI processes facilitate continuous knowledge conversion through mentoring, peer observation, collaborative lesson planning, documentation, instructional application, and reflective practice. Socialization enables the exchange of teachers' experiential knowledge, Externalization transforms tacit knowledge into explicit instructional resources, Combination integrates knowledge from multiple sources, and Internalization embeds shared knowledge into teachers' classroom practices. The implementation of SECI was supported by instructional leadership, collaborative organizational culture, interpersonal trust, and institutional commitment, while administrative workload and differences in digital competencies remained significant constraints. The study further demonstrates that integrating SECI with Learning Organization principles and the PPEPP-based internal quality assurance system strengthens the relationship between teacher professional development, organizational learning, and continuous quality improvement in PAI. The study recommends that future research employ comparative and longitudinal designs across different Islamic educational institutions and educational levels to further examine and validate the sustainability and transferability of the SECI-based framework.