Digital Transformation and the Professionalism of Madrasah Ibtidaiyah Teachers

Abstract

This research focuses on exploring the challenges and strategies of based madrasah teachers in adopting digital pedagogy while preserving Islamic traditions. The study highlights how teachers negotiate between heritage and innovation to sustain both religious identity and modern educational relevance. Using a qualitative case study design, data were collected through interviews with key stakeholders (principal, vice principal, teachers, and foundation), classroom observations, and institutional documentation. Data analysis involved reduction, display, and verification, supported by content, discourse, and interpretive approaches. The findings reveal that teachers at MI Darul Ibad balance tradition and innovation through integrative, hybrid, and policy-driven strategies, framing technology as a tool to reinforce Islamic values. Hybrid classroom practices and institutional guidelines allow cautious yet meaningful adoption of digital pedagogy. The main challenge lies in preserving madrasah identity while integrating digital tools, which often results in partial or surface-level use. However, positive student responses show strong potential for transformation if supported by adequate training and institutional policies.