Recontextualization of Connectivism Theory in Digital Learning Transformation at Imam Syafi'i Tapan Tulungagung Junior High School
DOI:
https://doi.org/10.64540/tbdxv258Keywords:
Connectivism, Digital Learning Transformation, Learning Theory Recontextualization, Islamic Education Management, Digital LiteracyAbstract
The transformation of digital learning has driven a paradigm shift in education from information-delivery-oriented instruction toward learning models based on networking, connectivity, and digital knowledge management. In the context of Islamic education, this transformation is not merely concerned with technology adoption but also involves how digital innovation is integrated with institutional culture and the educational values embraced by schools. This study aims to analyze the recontextualization of George Siemens’ Connectivism Theory in explaining digital learning transformation and to explore the adaptation of Connectivism principles within digital learning practices at SMP Imam Syafi’i Tapan Tulungagung. This research employed an interpretive qualitative approach with a case study design. Data were collected through observations, in-depth interviews, and documentation involving the school principal, teachers, and students as research participants. Data analysis was conducted through interactive stages of data condensation, data display, and conclusion drawing. The findings reveal that the recontextualization of Connectivism occurs through a transformation of learning paradigms, a shift in the teacher’s role as a knowledge facilitator, increased student autonomy, and the development of a digital network-based learning ecosystem. Connectivism principles are adapted through the utilization of diverse digital learning resources, technology-supported collaboration, and the strengthening of students’ information literacy. This study concludes that digital learning transformation in Islamic schools requires the integration of technological innovation, institutional management strategies, and Islamic educational values. The contribution of this research lies in developing a contextual perspective on the adaptation of Connectivism within Islamic education as a foundation for strengthening sustainable and meaningful digital learning cultures.
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