Integrasi Teknologi Digital dan Nilai-Nilai Islam dalam Meningkatkan Kualitas Pembelajaran Siswa Madrasah Ibtidaiyah
TL;DR
The TADIB-Digital MI framework, which includes the objectives of monotheism, digital manners, pedagogical design, access inclusivity, and collaborative culture, is produced, which shows that digital technology can increase access to learning resources, motivation, interactivity, personalization, collaboration, and conceptual understanding of students.
Abstract
This research aims to analyze the form of integration of digital technology and Islamic values in improving the quality of learning of Madrasah Ibtidaiyah students and formulate a conceptual framework for its implementation. The research uses a qualitative approach through an integrative literature review of reputable international journal articles, scientific books, and institutional reports published mainly in 2015–2025. The literature was searched through databases and academic search engines using keywords related to educational technology, teachers' digital competence, Islamic pedagogy, digital citizenship, character education, and elementary school learning. The data was analyzed using thematic analysis through the stages of data introduction, coding, categorization, theme development, interpretation, and conceptual synthesis. The results of the study show that digital technology can increase access to learning resources, motivation, interactivity, personalization, collaboration, and conceptual understanding of students. However, the increase does not occur automatically because it is influenced by teacher competence, multimedia design, suitability with child development, availability of infrastructure, parental assistance, and madrasah culture. The values of monotheism, trust, honesty, responsibility, discipline, tabayyun, politeness, balance, and usefulness need to be integrated from the stage of goal formulation, media selection, implementation of activities, to assessment. This research produced the TADIB-Digital MI framework, which includes the objectives of monotheistic learning, digital manners, pedagogical design, access inclusivity, and collaborative culture. The implication is that the digital transformation of madrasas needs to be directed not only at the modernization of devices, but also at the formation of capable, critical, moral, safe, and responsible students in the digital environment.