Teachers' strategies in integrating the Technological Pedagogical Content Knowledge (TPACK) model to improve the quality of learning at State Madrasah in Palu city

Abstract

This study is motivated by the need to improve the quality of Islamic Religious Education learning at State Madrasah in Palu City. This study integrated technology to align with pedagogy and content knowledge. The rapid development of technology requires teachers not only to master subject matter but also to integrate technology pedagogically without neglecting Islamic values that characterize the madrasah. Technology-based learning transformation has become a strategic necessity to address 21st-century educational challenges while maintaining the religious identity of Islamic educational institutions. This research aims to analyze teachers' strategies in designing and implementing the TPACK model in learning, identify the challenges and opportunities in its implementation, and explain the implications of applying TPACK for learning quality and students' learning experiences. These objectives are formulated to provide a comprehensive understanding of how technology, pedagogy, and content integrate within the learning context. This study employs a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation, and then analyzed through data reduction, data display, and reflective conclusion drawing to obtain a comprehensive picture of TPACK implementation in the madrasah. Data validity was strengthened through source and technique triangulation to ensure credibility. The findings reveal that teachers integrate TPACK through systematic lesson planning, the selection of relevant digital media, interactive, technology-based instruction that encourages discussion and collaboration, and comprehensive evaluation that combines digital and non-digital instruments. The integration is further supported by the literacy garden as a contextual learning space. Key challenges include limited technological competence, facilities, time constraints, and the need to maintain Islamic values in digital learning. However, opportunities arise from leadership support, students' enthusiasm, and the madrasah's culture of innovation. TPACK implementation has been shown to enhance student engagement, deepen conceptual understanding, and strengthen ethical and religious character. The implications of this study emphasize the importance of strengthening teachers' professional competence, institutional policy support, and the development of an integrative, religiously grounded learning ecosystem to ensure the sustainable implementation of TPACK in improving the quality of Islamic education.