THE DIGITAL MINDSET OF ISLAMIC RELIGIOUS EDUCATION TEACHERS IN INTEGRATING MERDEKA CURRICULUM BASED LEARNING TECHNOLOGY INTO THE HISTORY OF ISLAMIC CULTURE (SKI) SUBJECT AT MTS N 1 PURWOREJO

Abstract

The digital mindset of Islamic Religious Education (IRE) teachers has become an urgent necessity in the current era of educational transformation, as the implementation of the Merdeka Curriculum requires teachers not only to master digital technologies but also to develop adaptive, innovative, and responsive mindsets capable of addressing the continuous changes and advancements in educational technology. Nevertheless, numerous studies have shown that the integration of technology into Islamic Religious Education (IRE) instruction, particularly in Islamic Cultural History (ICH) courses, continues to face significant challenges related to teachers' readiness and their acceptance of technology. This study aims to analyze the transformation of IRE teachers' digital mindset in fostering openness toward the integration of educational technology, explore teachers' lived experiences in integrating digital technology into ICH instruction within the framework of the Merdeka Curriculum, and understand how teachers interpret the changes in teaching and learning processes following the adoption of digital technology. This study employed a qualitative approach using a hermeneutic phenomenological design. The research was conducted at MTs N 1 Purworejo, with an Islamic Religious Education (IRE) teacher responsible for teaching Islamic Cultural History (ICH) serving as the primary participant, while students were involved as supporting informants. Data were collected through in-depth interviews, classroom observations, and documentation, and subsequently analyzed using Van Manen's hermeneutic phenomenological approach through the processes of thematic identification, interpretation of lived experiences, and synthesis of essential meanings. The findings reveal that: (1) teachers' digital mindset develops through teaching experience, pedagogical reflection, and continuous adaptation to technological advancements; (2) this digital mindset fosters teachers' openness toward the integration of educational technology, as reflected in the use of various digital media and platforms during the planning, implementation, and assessment stages of instruction; and (3) teachers perceive technology as a means of creating more interactive learning environments, enhancing student engagement, and supporting the implementation of the principles of the Merdeka Curriculum. This study confirms that digital mindset constitutes a fundamental foundation for the successful integration of educational technology in madrasahs. The findings contribute to the growing body of scholarship on digital mindset in Islamic education while also providing practical implications for strengthening teacher professional development programs that focus not only on digital competence but also on cultivating adaptive mindsets capable of responding to ongoing educational transformation.