Digital transformation in madrasah education: A conceptual framework for integrating higher-order thinking skills and internet of things in teaching
https://doi.org/10.63826/jiire.v2i1.198
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Abstract
The rapid digital transformation in education has compelled Islamic schools (madrasahs) to adapt pedagogical approaches toward technology-based learning. However, a significant gap remains between technological potential and teachers’ pedagogical readiness. This study explores how Digital-Based Learning (DBL) integrated with Higher Order Thinking Skills (HOTS) and the Internet of Things (IoT) enhances teachers’ reflective practices and learning effectiveness in madrasahs. Employing a qualitative descriptive phenomenological design, data were collected through in-depth structured interviews with four Islamic education teachers at SMP IT Cendekia Multazam Pantai Raja and Multazam Boarding School in Kampar, Indonesia. Data were analysed using the Miles, Huberman & Saldaña (2018) interactive model: data reduction, display, and verification. Findings reveal that HOTS enables teachers to analyse, evaluate, and creatively design digital lessons grounded in Islamic ethical values, while IoT facilitates learning efficiency, real-time monitoring, and collaborative engagement. The integration of HOTS and IoT within DBL creates a Reflective Islamic Digital Pedagogy that balances cognitive development with spiritual awareness. This study contributes a theoretical model linking reflective thinking, digital innovation, and Islamic pedagogy, and recommends continuous professional training for madrasah teachers in ethical and data-driven digital instruction.
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References
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