The digital transformation in education presents both challenges and opportunities for Islamic educational institutions in maintaining their value orientation amidst changes in media and learning interaction patterns. These changes require efforts to reactualize Islamic educational values to remain relevant and operational in creating an effective and character-based learning climate. This study aims to analyze the process of reactualization of Islamic educational values in the transformation of the learning climate in the digital era at Madrasah Ibidaiyah Al Umm. The study used a qualitative approach with a case study. Data collection techniques included participant observation, in-depth interviews, and documentation studies. Data were then analyzed interactively through data reduction, data presentation, and conclusion drawing. The results indicate that value reactualization occurs through three main patterns: the integration of values into digital learning planning, the establishment of an etiquette-based classroom culture in online interactions, and teacher role models in digital communication ethics. Technological transformation is interpreted as a medium for strengthening character, not simply an innovation in learning tools. The resulting learning climate demonstrates consistency between madrasah policies, pedagogical practices, and classroom culture. The implications of this research emphasize the importance of values-based digital learning design as a foundation for character building in madrasahs, while also providing a conceptual contribution to the development of contextual Islamic education in the digital era.
Rohaedah Rohaedah, Devi Sulaeman, M. A. Musyadad et al.· Indonesian Journal of Islami...· 0 citations
The development of digital technology in education is driving the transformation of history learning from a textual approach to a visual and interactive approach. In the context of Islamic education, learning Islamic Cultural History (ISHC) requires strategies that can build students' historical literacy reflectively and contextually. This study aims to describe and analyze the process of constructing students' historical literacy through digital animated video-based ISHC learning at Madrasah Aliyah Fathanul Burhan, Tempuran District. This research used a qualitative approach with a case study approach. Data were collected through participant observation, in-depth interviews, and documentation studies, then analyzed using an interactive model through the stages of reduction, presentation, and conclusion drawing. The results show that the use of digital animated video integrated into the learning design fosters chronological understanding, causal analysis skills, and active student engagement in reflective discussions. The teacher's role as a facilitator is a key factor in guiding students' interpretation of visual content, ensuring a systematic process of meaning construction. The implications of this research emphasize the importance of integrating digital pedagogy and dialogic facilitation in strengthening historical literacy in madrasas, as well as contributing to the development of SKI learning practices that are adaptive to the digital era.
Novita Anggraeni, Devi Sulaeman, M. A. Musyadad et al.· Indonesian Journal of Islami...· 0 citations
The development of digital technology has influenced the learning preferences of students at the elementary level, including in the context of Islamic education. Intensive use of gadgets presents both challenges and opportunities in strengthening Quranic literacy. This study aims to analyze and describe teachers' strategies in managing students' digital preferences to strengthen Quranic literacy at Madrasah Ibtidaiyah Nurul Falah Majalaya - Karawang. The study used a qualitative approach with a case study type. Data were collected through participatory observation, in-depth interviews, and documentation studies, then analyzed interactively through data reduction, data presentation, and drawing conclusions. The results show that teachers' strategies are implemented through three main approaches: digital media integration in Quranic learning, literacy habits based on school culture, and collaboration with parents in supervising gadget use. Teachers direct the use of Quranic applications and audio-visual media in a controlled manner so that students' digital preferences are shifted to educational activities. The culture of morning literacy and intensive communication with parents strengthens the continuity of strategies at school and at home. The implications of this research emphasize the importance of redefining the role of teachers as adaptive and contextual managers of digital preferences in Islamic education. These findings contribute to the development of Qur'anic pedagogical practices that are responsive to the dynamics of the digital era.
Yeti Nurdiningsih, Devi Sulaeman, M. A. Musyadad et al.· Indonesian Journal of Islami...· 0 citations