Fostering madrasah teachers’ divergent thinking: The role of metacognitive skills and professional development
https://doi.org/10.63826/jiire.v2i1.14
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Abstract
This study examines how madrasah teachers foster divergent thinking through metacognitive awareness and professional development within the context of contemporary Islamic education. The research aims to explore teachers lived experiences in developing creative instructional strategies and reflective teaching practices that respond to students’ diverse learning needs. A qualitative phenomenological approach was employed to gain an in-depth understanding of the phenomenon. The participants consisted of 21 madrasah teachers selected through purposive sampling. Data were collected through in-depth semi-structured interviews and analyzed using phenomenological thematic analysis to identify key themes related to teachers’ experiences in developing innovative teaching practices. The findings reveal that teachers’ divergent thinking develops through three interconnected processes: classroom experiences that stimulate creative instructional experimentation, metacognitive reflection that supports adaptive teaching practices, and professional development activities that enhance pedagogical innovation. Teachers reported that reflective thinking enables them to evaluate instructional strategies and generate alternative learning approaches that better engage students. The novelty of this study lies in integrating divergent thinking, metacognition, and professional development within the framework of contemporary Islamic educational values, including ijtihad, muhasabah, hikmah, and shura. However, the study is limited to a specific madrasah context and qualitative data. The findings imply that strengthening reflective professional development programs can promote innovative teaching practices and improve the quality of Islamic education.
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References
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