Innovation of madrasa teacher teaching: Transformation of teacher teaching creativity through performance and motivation engagement in teaching and learning
https://doi.org/10.63826/jiire.v1i2.8
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Abstract
This study explores the relationship between teaching creativity, teacher performance, and motivational engagement among madrasa tsanawiya (Islamic junior high school) teachers in the context of Islamic Religious Education. Using a qualitative case-study design, data were collected through in-depth interviews with teachers, madrasa heads, and students, supported by classroom observations and document analysis. The findings indicate that teaching creativity is shaped by teachers’ intrinsic motivation—rooted both in spiritual commitment and professional responsibility—as well as their performance in managing classrooms, designing instructional strategies, and facilitating student engagement. Teachers who demonstrate strong motivation and pedagogical competence are more likely to develop creative, contextualized, and student-centered instructional practices. However, challenges such as limited resources, insufficient training, administrative workload, and concerns about alignment with traditional expectations often hinder creative pedagogical implementation. The study concludes that teaching creativity flourishes most effectively within supportive institutional environments that provide professional development, leadership encouragement, and technological resources. The findings offer important implications for policy development, teacher training, and the advancement of pedagogical innovation in Islamic educational institutions.
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References
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