Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Bidayatuna: Jurnal Pendidikan Guru Mandrasah Ibtidaiyah
Muwafiqi, Muhammad Zukhruf
Unknown Affiliation
Religion Education

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Philosophy of Science and Scientific Ethics as the Foundation of Professionalism for Primary Madrasah Teachers in the Digital Age Nurmala, Umi Ivayatuz Zulva; Aulia, Putri; Irmawati, Waryunah; Muwafiqi, Muhammad Zukhruf
Bidayatuna Jurnal Pendidikan Guru Mandrasah Ibtidaiyah Vol. 8 No. 2 (2025): Oktober
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat - Islamic Institute of Syarifuddin Lumajang, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54471/bidayatuna.v8i2.3787

Abstract

Digital transformation has fundamentally reshaped teacher professionalism, requiring capacities that extend beyond technical pedagogy toward epistemological and ethical competencies. This study aims to conceptualize Madrasah Ibtidaiyah (MI) teacher professionalism in the digital era through the integration of philosophy of science, scientific ethics, and digital competence. Using a qualitative descriptive library research design, 23 peer-reviewed journal articles were systematically selected from international open-access databases, with a preference for Scopus-indexed sources. Data were analyzed through thematic and qualitative content analysis. The findings indicate that MI teacher professionalism is a multidimensional construct shaped by four interrelated dimensions: epistemological awareness, scientific and Islamic ethics, digital competence, and structural–systemic conditions. Epistemological understanding enables teachers to critically evaluate digital knowledge and mitigate misinformation, while scientific ethics provide moral integrity and responsibility in digitally mediated pedagogy. Digital competence functions as the enactment of epistemological and ethical orientations in practice, whereas institutional structures determine the sustainability of professional enactment. This study contributes to international scholarship by proposing an integrative, value-oriented framework of teacher professionalism relevant to faith-based and comparative education systems confronting digitalization.
Co-Authors Aulia, Putri Nurmala, Umi Ivayatuz Zulva Waryunah Irmawati