Digital Pedagogy in Islamic Elementary Education Transforming Learning Practices in Muhammadiyah Madrasahs
DOI:
https://doi.org/10.46773/ydfzas35Abstract
Digital transformation has significantly reshaped educational practices by changing how knowledge is constructed, learning interactions are developed, and teachers’ roles are redefined within contemporary classrooms. However, in Islamic primary education, digitalisation involves more than technological adoption; it requires integration with pedagogical objectives, students’ characteristics, and Islamic educational values. This study aims to examine how digital pedagogy transforms learning practices and how digital technologies are integrated into instructional design, teacher–student interactions, learning resources, assessment processes, and Islamic values within Muhammadiyah madrasahs. This study employed a qualitative approach with an interpretive case study design conducted in a Muhammadiyah Islamic primary education institution in Probolinggo City, Indonesia. The research was carried out over a three-month period, from March to May 2025. Data were collected through non-participant classroom observations and semi-structured interviews involving eight teachers and ten students from Grades IV–VI who had experienced technology-supported learning. Data were analysed using reflexive thematic analysis to identify patterns of digital pedagogical transformation. The findings reveal three interconnected dimensions of digital pedagogy: technology-mediated learning, pedagogically directed learning, and Islamic value-oriented learning. The findings demonstrate that digital technologies expand learning resources, enhance student engagement, and support more interactive learning experiences; however, meaningful digital transformation remains highly dependent on teachers’ pedagogical competence in guiding technology use towards the aims of Islamic education. This study contributes conceptually by demonstrating that digital pedagogy in Islamic primary education is not merely a process of technological integration, but rather a pedagogical and institutional transformation that connects technology, teacher agency, student participation, and Islamic value orientations.
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