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All Journal Jurnal Manajemen Pendidikan TARBIYA ISLAMIA : Jurnal Pendidikan dan Keislaman Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Edugama: Jurnal Kependidikan dan Sosial Keagamaan Jurnal Ilmiah Profesi Pendidikan Andragogi : Jurnal Ilmiah Pendidikan Agama Islam Journal of Educational Review and Research Thawalib: Jurnal Kependidikan Islam International Journal of Education, Social Studies, And Management (IJESSM) Jurnal Abdimas Kartika Wijayakusuma Journal of Islamic Education Management Pengabdian Kepada Masyarakat Indonesia SEAN (ABDIMAS SEAN)
Rohimat, Sonny
Unknown Affiliation
Religion Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Library & Information Science Nursing Public Health Social Sciences Other

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Digitalization Analysis of Educational Transformation in Madrasahs and Its Impact on The Quality of Education Rahman, Zaky Dhiaulhaq; Rohimat, Sonny; Mu’in, Abdul; Mu’izzuddin, Moch; Amilhasan, Adzhar Ladja
Thawalib: Jurnal Kependidikan Islam Vol. 7 No. 1 (2026): Thawalib: Jurnal Kependidikan Islam
Publisher : STAI Publisistik Thawalib Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54150/thawalib.v7i1.730

Abstract

The digitalization of madrasahs faces challenges in sustaining both academic and moral quality post-pandemic, constrained by limited infrastructure, low digital literacy, and insufficient integration of technology into pedagogical and administrative practices. This study aims to examine sustainable digital transformation in madrasahs by assessing academic outcomes, moral development, infrastructure, teacher competence, and the effectiveness of technology integration. A Systematic Literature Review (SLR) of 20 peer-reviewed articles published between 2020 and 2024 was conducted, using thematic analysis to evaluate post-pandemic digital tools, blended learning practices, administrative efficiency, and teacher capacity. Findings indicate that digital platforms, including Google Classroom and SIMDIK, have enhanced accessibility, administrative processes, and academic outcomes; however, moral education remains under-supported due to superficial pedagogical adaptation. Persistent barriers include the digital divide in remote areas, infrastructure limitations, and gaps in educators’ Technological Pedagogical Content Knowledge (TPACK). Sustainable transformation requires offline-capable systems, intensive teacher training, and models like Station Rotation to integrate character education effectively. Strategic leadership, digital teams, and supportive institutional culture are essential to ensure holistic student development. These insights inform policymakers and educators in developing equitable, value-based, and sustainable digital education in Indonesian madrasahs.
Analysis of the Pedagogical Competence Development of Madrasah Teachers in Serang Regency Rohimat, Sonny; Apud, Apud; Mu'awanah, Uyu; Nadhirah, Yahdinil Firda; Fitriani, Dini
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i2.36739

Abstract

The quality of education in Islamic schools (madrasah) is highly dependent on teachers' pedagogical competence, which is a core skill in managing student-centred teaching and learning processes. However, the implementation of this competence development has not been internalized regularly. This study aims to identify and analyze the forms of pedagogical competence development activities and their supporting and inhibiting factors for Islamic school teachers in Serang Regency. This study employs a descriptive qualitative approach via a structured survey of teachers at eight private Madrasah Tsanawiyah in Serang Regency, utilizing convenience sampling to gather both quantitative metrics and qualitative narratives. Data collected on the frequency, types, and organizers of competency development were processed through systematic data reduction and synthesis to provide a comprehensive analysis of teacher pedagogical growth. The results showed that the majority of teachers (68.9%) rarely participated in competence development activities, with the main obstacles being adjustments to teaching schedules and budget constraints. The most dominant type of activity participated in was training (70.2%), driven by the accessibility of certified independent online training such as PINTAR from the Ministry of Religious Affairs. The most popular topics were curriculum or syllabus development and learning design, with the main organizers being schools or foundations and the Ministry of Religious Affairs. Overall, there is a significant gap between teachers' professional awareness and the reality of implementation, which is hampered by issues of time, budget, and lack of frequency of ongoing activities, so that a hybrid, adaptive, and integrated development model is needed in the teacher's workload.
Co-Authors Abdul Muin Abdul Mu’in Alkafi, Kurnia Amilhasan, Adzhar Ladja Anis Fauzi, Anis Apud, Apud Bachtiar, Machdum Dini Fitriani Dwi Susilo Eneng Muslihah Faqih, Saad Al HANUM, MIRDA Heriansyah, M Arie Firdaus Lugowi, Rifyal Ahmad Maulida, Ratna Siti Mu'awanah, Uyu Muiz, Rizqi Nurlaili Mu’in, Abdul Mu’izzuddin, Moch Nadhirah, Yahdinil Firda Najarudin, Najarudin PUTRI, NURINA Rahman, Zaky Dhiaulhaq Romadhon, Abdul Malik SIALLAGAN, ANITA Siti Syifa Fauziah Subekhan, Moch. Syarifudin, Encep Utami, Maharani Windu Wahyu Hidayat Zohriah, Anis