Transforming Akhlak Learning Management in Madrasah Ibtidaiyah through Digital Pedagogy and Student-Centered Approaches

Abstract

The rapid growth of digital technology has changed the way children learn, interact, and develop moral understanding, creating new challenges for akhlak education in Madrasah Ibtidaiyah. Conventional lecture-based approaches are often considered less effective in responding to students’ digital experiences and contemporary social realities. Therefore, this study examines the transformation of akhlak learning management through digital pedagogy and student-centered approaches at MI Miftahul Ulum Jember. The study aims to explore how planning, implementation, supervision, and evaluation of akhlak learning are redesigned to make moral education more relevant, engaging, and effective in the digital era. This research employed a qualitative approach with a case study design. The study was conducted at MI Miftahul Ulum Jember, with the principal, vice principal for curriculum, and teachers serving as key informants selected purposively. Data were collected through observation, semi-structured interviews, and documentation. The data were analyzed continuously through three stages: data reduction, data display, and data verification. To strengthen interpretation, the study applied content analysis, discourse analysis, and interpretative analysis. The findings reveal that the transformation of akhlak learning management was carried out through three major dimensions: digitalized planning, participatory implementation, and behavior-based evaluation. School leadership played an important role in providing policy direction, supervision, and teacher support. Teachers integrated videos, interactive quizzes, group discussions, reflection activities, and character projects into classroom practice. Observation results showed high student engagement, stronger collaboration, and consistent reinforcement of akhlak values through school culture. Documentation confirmed that moral objectives, digital strategies, and behavioral assessment indicators had been formally embedded into curriculum documents and school programs. The study concludes that effective transformation of akhlak learning management requires synergy among leadership, curriculum systems, teacher competence, and meaningful use of technology to sustain Islamic moral education in contemporary primary schools.