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All Journal Ulul Albab: Jurnal Studi Islam ISLAMICA: Jurnal Studi Keislaman Al-Ihkam: Jurnal Hukum dan Pranata Sosial HUMANISMA : Journal of Gender Studies IBDA': Jurnal Kajian Islam dan Budaya Islam Realitas: Journal of Islamic and Social Studies HUMANISMA : Journal of Gender Studies Islam Transformatif : Journal of Islamic Studies Analisis Gender dan Agama Ta'dib
Helfi, Helfi -
Fakultas Syariah, Universitas Islam Negeri Sjech M Djamil DJambek, Bukittinggi
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Teachers’ Digital Competency Transformation through Sparkol Videoscribe: Technical, Pedagogical, and Identity Shifts in Madrasah Tsanawiyah Hamdi Abdul Karim; Helfi Helfi; Fadhil Hardiansyah; Siska Oktavia; Gusnia Darniati; Resa Afri Yuliandri
Ta'dib Vol 28 No 2 (2025)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v28i2.15902

Abstract

The rapid development of digital technology necessitates new teacher competencies, yet how educators transform through specific tools in resource-limited contexts remains underexplored. Grounded in the DigComp framework and multimedia learning theory, this qualitative intrinsic case study examines the digital competency transformation of Madrasah Tsanawiyah (MTs) teachers using Sparkol Videoscribe animation media. Data from interviews, observations, and documentation involving six teachers in Agam Regency, West Sumatra were analyzed thematically. Findings reveal a significant three-dimensional transformation: (1) technical competence evolved from basic digital literacy to productive content creation; (2) pedagogical practice shifted from lecture-based instruction to interactive, multimodal, student-centered learning; and (3) professional identity was reshaped by a growth mindset, heightened self-efficacy, and proactive technology exploration. Despite challenges like limited devices and internet access, teachers developed adaptive strategies including peer collaboration and personal content banks. Theoretically, this study contributes to teacher professional development literature by demonstrating how experiential tool-based learning fosters holistic competency growth. Practically, it underscores the need for institutional policies that provide technological infrastructure, foster collaborative communities of practice, and integrate hands-on digital media training into sustainable professional development programs for madrasah teachers.
Co-Authors Beni Firdaus Busyro Busyro Dahyul Daipon Dahyul Daipon Dona Afriyani Fadhil Hardiansyah Fajrul Wadi Fauzan Fauzan Gusnia Darniati Hamdi Abdul Karim Hendri Resa Afri Yuliandri Silfia Hanani Siska Oktavia Yanti Elvita