Teachers' Digital Pedagogical Strategies for Effective Online Learning in Islamic Elementary Schools: A Qualitative Case Study from Indonesia

Abstract

The COVID-19 pandemic transformed educational practices by requiring teachers to implement online learning, particularly for lower-grade students who need intensive guidance and parental support. This study examined teachers’ strategies for implementing online learning at Madrasah Ibtidaiyah Al Azhar Menganti using a descriptive qualitative approach. Participants included the principal, vice principal, Grade 1–3 teachers, parents, and students. Data were collected through interviews, observations, and documentation and analyzed using the Miles and Huberman interactive model. The findings revealed that teachers implemented online learning through three interconnected stages: planning, implementation, and evaluation. Learning activities integrated synchronous and asynchronous approaches using WhatsApp, Zoom Meeting, YouTube, Google Forms, and Quizizz. Continuous evaluation, teacher collaboration, and communication with parents supported instructional improvement. Supporting factors included adequate technological infrastructure, student motivation, active participation, and parental collaboration, while limited parental assistance, unstable internet access, unequal digital resources, and students’ developmental characteristics remained significant challenges. Effective online learning requires strong pedagogical competence, digital literacy, and sustained school–family collaboration.