nik zuriani zakaria, Hafizhah Zulkifili

Understanding the Use of Digital Teaching Aids (BBM) in Microteaching of Hikmah Pedagogy: A Conceptual Proposal

Introduction

Understanding the use of digital teaching aids (bbm) in microteaching of hikmah pedagogy: a conceptual proposal. Explore digital teaching aids (BBM) in microteaching for Islamic education's Hikmah Pedagogy. Discover effectiveness, challenges, and policy needs for enhanced student engagement & moral development.

Abstract

This study aims to understand the use of digital Teaching Aids (BBM) in micro-teaching based on the Wisdom Pedagogy approach in the context of Islamic Education. The analysis focused on the effectiveness of digital BBM, implementation strategies and key challenges faced in the context of values and moral pedagogy. The study findings show that digital BBM such as interactive applications, animated videos, digital whiteboards and virtual platforms can increase student engagement, higher-order thinking skills (HOTS), and support reflective dialogue which is the core of Wisdom Pedagogy. However, there are significant constraints such as teachers' lack of understanding of the concept of wisdom, difficulty accessing BBM that is in line with Islamic values, as well as the level of infrastructure and professional training of teachers which is still insufficient. The study also found that the integration of digital BBM requires a reflective and contextual approach to be in line with the philosophy of Islamic education which emphasizes the development of students' intellect and morals. The contribution of this study is to provide a comprehensive overview of the potential and challenges of using digital BBM in contemporary pedagogy, in addition to suggesting improvements to policies, teacher training and curriculum design that are more relevant to the needs of 21st century education. The results are expected to strengthen microteaching practices that are value-based, reflective and centered on critical thinking in an effort to produce students who are holistic from an intellectual, emotional and spiritual perspective

Review

The paper, "Understanding the Use of Digital Teaching Aids (BBM) in Microteaching of Hikmah Pedagogy: A Conceptual Proposal," addresses a highly relevant and timely subject concerning the integration of technology in value-based educational settings, specifically within Islamic Education. The authors propose a framework for understanding how digital teaching aids can be effectively utilized in microteaching grounded in Wisdom Pedagogy. This conceptual work commendably aims to explore the effectiveness, implementation strategies, and challenges associated with digital BBMs, with a strong emphasis on fostering student engagement, higher-order thinking skills (HOTS), and reflective dialogue essential for holistic student development. The proposal identifies several promising digital BBMs, such as interactive applications, animated videos, digital whiteboards, and virtual platforms, demonstrating their potential to enrich microteaching practices within this specific pedagogical context. Crucially, the paper is particularly insightful in highlighting the significant constraints that currently impede successful integration. These include a noted deficit in teachers' understanding of Wisdom Pedagogy, the scarcity of digital resources explicitly aligned with Islamic values, and persistent issues related to inadequate infrastructure and professional development. The call for a reflective and contextual approach to digital BBM integration is a critical insight, underscoring the necessity to align technological tools with the philosophical underpinnings of Islamic education to nurture both intellectual and moral growth. While presented as "findings" from a conceptual perspective, these insights lay a solid foundation for future empirical research and practical implementation. The paper's contribution lies in offering a comprehensive overview of the potential and hurdles, ultimately advocating for improvements in educational policies, teacher training programs, and curriculum design to better meet the demands of 21st-century education. To fully realize its potential, the conceptual proposal would benefit from subsequent pilot studies or practical applications to empirically validate these identified benefits and challenges. This research holds substantial promise for strengthening value-based, reflective, and critical thinking microteaching practices, thereby cultivating students who are truly holistic across intellectual, emotional, and spiritual dimensions.

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