Teacher Professionalism as Agents of Educational Change in the Digital Age: A Literature Review

Munawir; Noor Fahima Rahmawati; Naila Rizky Pakpahan; Munawir; Noor Fahima Rahmawati; Naila Rizky Pakpahan

doi:10.32665/jurmia.v6i2.6425

Authors

Munawir Universitas Islam Negeri Sunan Ampel Surabaya
Noor Fahima Rahmawati Universitas Islam Negeri Sunan Ampel Surabaya
Naila Rizky Pakpahan Universitas Islam Negeri Sunan Ampel Surabaya

DOI:

https://doi.org/10.32665/jurmia.v6i2.6425

Keywords:

digital, the digital age, teacher competencies, elementary madrasah, teacher professionalism

Abstract

Advances in digital technology demand transformation within the realm of education, particularly in enhancing the professionalism of Madrasah Ibtidaiyah (MI) teachers as agents of change. However, there remains a gap between the demands for teacher professionalism in the digital age and their actual ability to integrate technology into learning. Based on a theoretical lens, this study examines the professionalism of MI teachers as agents of educational change in the digital era. The study employs a qualitative approach along with library research through document analysis of various relevant scientific literature from the past 10 years. Data analysis is carried out by selecting data, presenting data and drawing conclusions in a systematic manner. The results indicate that the professionalism of MI teachers in the digital era is characterized by four main aspects: digital competence, learning innovation, the role as a facilitator, and the ability to adapt to technological developments. Digital competence is the dominant aspect supporting the effectiveness of learning and educational transformation. In conclusion, MI teachers play a strategic role as agents of change capable of fostering innovative, adaptive, and relevant learning in line with contemporary developments. This study contributes to the advancement of educational science, particularly in strengthening the concept of technology-based teacher professionalism, and serves as a foundation for the development of educational policies and practices that are more responsive to advances in science and technology.

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