MADRASAH HEAD'S STRATEGY IN IMPROVING THE DIGITAL COMPETENCE OF MADRASAH ALIYAH TEACHERS IN BONDOWOSO STATE

Abstract

The digital competency gap among senior teachers (over 41 years old) is a serious
challenge in supporting the implementation of the Merdeka Curriculum, especially
at the State Islamic Senior High School (MAN) Bondowoso. This study aims to
identify and analyze the strategies of madrasah principals in improving the digital
competency of senior teachers so that they are able to adapt to technology-based
learning. This study uses a qualitative approach with data collection techniques in
the form of in-depth interviews, participatory observation, and document analysis.
Data were analyzed using the Miles and Huberman interactive model, which
includes three stages: (1) data condensation through the process of selecting,
focusing, simplifying, abstracting, and transforming data; (2) presenting data in the
form of narratives and thematic matrices; and (3) drawing conclusions and verifying
them repeatedly. Data validity is strengthened through the use of source
triangulation and member checking techniques to ensure the reliability,
consistency, and accuracy of the data obtained. The results of the study show three
main strategies: (1) mapping digital competency needs through collaborative
assessments with universities to develop context-appropriate training modules; (2)
implementation of routine training (in-service training) and independent learning
based on the Pintar Kemenag platform; and (3) digital-based teacher performance
monitoring through the e-Jurnal application that allows real-time monitoring and
feedback. These findings indicate that responsive and data-based leadership can
accelerate the transformation of digital competence among senior teachers. This
study recommends replication of similar strategies in other madrasas as part of
strengthening the implementation of the Merdeka Curriculum.