Understanding Professional Identity of Madrasah Ibtidaiyah Teachers in Digital Islamic Education: A Phenomenological Approach
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Abstract
The professional identity of Islamic education teachers is increasingly recognized as central to pedagogy, particularly in relation to moral and spiritual teaching dimensions. In Madrasah Ibtidaiyah (MI), the integration of Islamic values and digital tools presents distinct challenges and opportunities for teacher development. Despite its significance, limited research has examined how MI teachers personally experience and interpret these dynamics in their professional lives. This study investigates: How do MI teachers construct their professional identity grounded in Islamic values in the digital era? Employing an interpretative phenomenological approach (IPA), the research captures the lived experiences of eight MI teachers through in-depth, semi-structured interviews, analyzed thematically with NVivo. Findings show that MI teachers view teaching as a spiritual duty, engage in critical reflection on their practice, and navigate digital integration through ethical and religious considerations. Their identity is shaped by self-reflection, communal faith practices, and a commitment to aligning their professional roles with Islamic principles. These results highlight the importance of reflective, values-oriented strategies in teacher education and offer practical guidance for developing culturally grounded pedagogical frameworks.
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