ISLAMIC ELEMENTARY SCHOOL TEACHER PROFESSIONALISM IN THE DIGITAL ERA: TECHNOLOGY-BASED ARABIC LANGUAGE LEARNING STRATEGIES AND ISLAMIC VALUES
Keywords:
Teacher Professionalism, Islamic Elementary Education, Digital Arabic Learning, Technology Integration, Islamic Pedagogical ValuesAbstract
This research investigates the professional development of Islamic elementary school teachers in implementing technology-based Arabic language learning strategies while maintaining Islamic values in the digital era. Through a mixed-methods approach involving 30 Arabic teachers from 5 Islamic elementary schools in Indonesia, this study examines the correlation between teachers' digital competencies, pedagogical content knowledge, and student learning outcomes in Arabic language acquisition. Data were collected using validated instruments measuring technological pedagogical content knowledge (TPACK), digital literacy skills, Islamic pedagogical values integration, and classroom observation protocols. Results indicate that teachers with high digital competency levels demonstrate significantly better student engagement (M = 4.32, SD = 0.68) compared to those with moderate digital skills (M = 3.45, SD = 0.73, p < 0.001). The integration of Islamic values with technology-enhanced learning shows positive correlation with student motivation (r = 0.58, p < 0.01) and Arabic language achievement (r = 0.52, p < 0.01). Qualitative findings reveal three emerging professional development models: adaptive integration, transformative adoption, and selective implementation. The study contributes to understanding professional teacher development in religious education contexts, offering practical frameworks for Arabic language instruction that honor Islamic educational principles while leveraging technological advantages for enhanced learning outcomes.
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