Madrasa and digital learning transformation: Integrating technological pedagogical and content knowledge and makarim sharia into fostering madrasa teachers’ teaching skills
https://doi.org/10.63826/jiire.v2i1.166
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Abstract
The rapid expansion of digital learning has compelled madrasas to rethink teaching practices while preserving their Islamic educational identity. This study explores how madrasa teachers experience and interpret digital learning transformation, enact TPACK, integrate makarim al-shariah values into pedagogical and technological practices, and develop teaching skills in digitally transformed learning environments. Using a qualitative phenomenological design, data were collected through in-depth semi-structured interviews with 18 madrasa teachers, and the data were analysed using thematic phenomenological analysis. The findings reveal that madrasa teachers enact TPACK as an integrated and context-sensitive form of professional knowledge, emphasizing alignment between technology, pedagogy, and Islamic content rather than technological use alone. Makarim al-shariah values—such as amanah (responsibility), adab (ethical conduct), and mizan (balance)—serve as an ethical foundation guiding digital pedagogical decisions and shaping students’ digital character. The integration of TPACK and makarim al-shariah fosters holistic teaching skills, including effective instructional design, ethical classroom management, professional adaptability, and moral leadership. This study lies in extending the TPACK framework into faith-based education by integrating makarim al-shariah as an ethical–pedagogical dimension of digital teaching competence. By foregrounding teachers lived experiences, the study enriches international discourse on digital transformation in Islamic education and offers practical insights for value-oriented madrasa teacher development programs. This study contributes to international scholarship by extending the TPACK framework into faith-based education and enriching the discourse on digital transformation in Islamic education.
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