Teachers’ Strategies For Enhancing Learning Quality Through Digital Technology Integration In Madrasah Ibtidaiyah

Abstract

This study examines teachers’ strategies for improving learning quality through digital technology integration in Madrasah Ibtidaiyah Negeri 1 Paiton Probolinggo. Using a qualitative case-study design, the research involved five teachers, consisting of two computer teachers and three homeroom teachers directly engaged in digital learning practices in grades IV–VI. Data were collected through repeated classroom observations, in-depth semi-structured interviews, and documentation of learning devices, school archives, and student activities. Data were analyzed interactively through reduction, display, and conclusion drawing, while trustworthiness was maintained through source and technique triangulation. The findings indicate that digital technology integration does not automatically improve learning quality; rather, it becomes meaningful when teachers actively perform pedagogical functions. The most prominent strategies include facilitating students’ interaction with digital resources, strengthening peer discussion, providing stimulating questions, monitoring students’ thinking processes, mediating classroom dialogue, and conducting continuous evaluation. These strategies suggest context-specific improvements in student engagement, independence, creativity, collaboration, and basic digital literacy. The study’s novelty lies in its focus on teachers’ pedagogical orchestration of digital learning in the context of Islamic elementary education, rather than on the effectiveness of digital media alone. The study confirms that digital transformation in Madrasah Ibtidaiyah depends less on the mere presence of devices than on the quality of teachers’ pedagogical integration.