Madrasah Digital Ecosystem and Teacher Adaptability: A Case Study of Teachers’ Perceptions of Learning Quality at MIN 3 Tangerang Selatan
DOI:
https://doi.org/10.36456/bp.vol22.no2.a11990Keywords:
Digital Ecosystem; Madrasah Digitalization; Teacher Adaptability; Necessity-Driven Adaptation; Islamic Education QualityAbstract
Madrasah digitalization is usually examined at the policy level; how teachers absorb repeated system changes is less understood. This qualitative case study describes the digital ecosystem at Madrasah Ibtidaiyah Negeri (MIN) 3 Tangerang Selatan as experienced by two teachers (mathematics and ICT), examines how they adapt, and documents their perceptions of the implications for learning quality. Data came from one semi-structured interview per teacher and documentation of two applications, analyzed interactively (Miles et al.). The ecosystem appears as three layers: classroom infrastructure; learning and assessment platforms (Kipin, CBT); and digital reporting. The main conceptual contribution is necessity-driven adaptation: teachers’ active adjustment under administrative or pedagogical demands that leave little room for refusal, conditioned by institutional resources (job demands–resources). Teachers perceived greater engagement and more transparent assessment; these are perceptions, not verified outcomes. Value safeguarding took the form of regulating device use. The findings are exploratory.
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