Faith, Culture, and Technology in EFL Classrooms: Ethnographic Insights from Professional Learning Communities in Indonesian Islamic Schools
Keywords:
Cultural values, EFL, Faith-based school, Professional Learning Communities (PLCs), TPACK Integration
Abstract
Integrating Technological Pedagogical Content Knowledge (TPACK) in English as a Foreign Language (EFL) teaching necessitates striking a balance between global educational innovations and local cultural and religious contexts. This ethnographic study examines how faith-based values and cultural norms influence the integration of TPACK among EFL teachers in the Professional Learning Communities (PLCs) of Indonesian Islamic schools. Using a multidisciplinary framework combining educational technology, sociocultural theory, and religious studies, the research addresses: (1) How do faith and culture shape teachers’ TPACK practices? (2) What challenges and opportunities arise in aligning technology with Islamic educational values? (3) How do PLCs help or hinder culturally responsive TPACK development? Data were collected through classroom observations, field notes, photo voice, and school documents. Findings indicate that religious and cultural commitments influence technology adoption and enhance lesson relevance by connecting to students' experiences. PLCs provide collaborative spaces to address value-based concerns, share strategies, and co-create approaches that ensure teaching effectiveness and cultural and religious consistency. The study highlights the need for context-sensitive professional development to facilitate the sustainable integration of technology in EFL settings.
References
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Doğan, S., & Adams, A. (2018). Effect of professional learning communities on teachers and students : Reporting updated results and raising questions about research design. School Effectiveness and School Improvement, 30(4), 523–544. https://doi.org/10.1080/09243453.2018.1500921
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Hairon, S., Wee, J., Goh, P., Siew, C., & Chua, K. (2015). Teacher leadership enactment in professional learning community contexts : Towards a better understanding of the phenomenon. School Leadership & Management, 2434(October). https://doi.org/10.1080/13632434.2014.992776
Halimah, S., Yusuf, A., & Safiudin, K. (2024). Pesantren education management: The transformation of religious learning culture in the age of disruption. Nidhomul Haq : Jurnal Manajemen Pendidikan Islam, 9(3), 648–666. https://doi.org/10.31538/ndhq.v9i3.16
He, Y., Kroiss, D., & Bernal De La Ossa, R. A. (2025). Networked professional learning communities for multilingual family engagement. Journal of Educational Change, 451–473. https://doi.org/10.1007/s10833-025-09530-7
Isnandar, A., Abidin, Z., Darul, U., Islamic, U., & Sudirman, C. (2025). Development of an inclusive curriculum based on Islam and technology at madrasah aliyah. Journal of Research, Education, and Technology, 4(2), 823–833.https://doi.org/10.58526/jsret.v4i2.748
Jamjoom, M. I. (2010). Female Islamic studies teachers in Saudi Arabia: A phenomenological study. Teaching and Teacher Education, 26(3), 547–558. https://doi.org/10.1016/j.tate.2009.06.019
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Katrien, E. a. (2017). Teacher communities as a context for professional development : A systematic review. Teaching and Teacher Education, 61, 47–59. https://doi.org/10.1016/j.tate.2016.10.001
Kim, C., Kyu, M., Lee, C., Spector, J. M., & Demeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76–85. https://doi.org/10.1016/j.tate.2012.08.005
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Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465
Lai, C., Wang, Q., & Huang, X. (2022). The differential interplay of TPACK, teacher beliefs, school culture and professional development with the nature of in-service EFL teachers’ technology adoption. British Journal of Educational Technology, 53(5), 1389–1411. https://doi.org/10.1111/bjet.13200
Lantz-andersson, A., Lundin, M., & Selwyn, N. (2018). Twenty years of online teacher communities : A systematic review of formally-organized and informally-developed professional learning groups. Teaching and Teacher Education, 75, 302–315. https://doi.org/DOI:10.1016/j.tate.2018.07.008
Martin, F., Long, S., Haywood, K., Xie, K., & Martin, F. (2025). Digital distractions in education : A systematic review of research on causes , consequences and prevention strategies distraction in education. Educational Technology Research and Development, 0123456789. https://doi.org/10.1007/s11423-025-10550-6
Maryati, S., Lestarika, L., Idi, A., & Tri Samiha, Y. (2023). Madrasah as an institution of Islamic education and social change. Jurnal Konseling Pendidikan Islam, 4(2), 317–326. https://doi.org/10.32806/jkpi.v4i2.11
Maulana, M. M. (2024). Exploring the impact of digital media in pesantren-based education: Enhancing Islamic studies learning and fostering character development among student. Jurnal Islam Nusantara, 8(1)
Mishra, P., & Koehler, M. J. (2009). Support for technology integration: Implications from and for the TPACK framework. In C. D. Maddux (Ed.), Handbook of technological pedagogical content knowledge (TPACK) for educators (2nd ed., pp. 45–60). Routledge. https://doi.org/10.4324/9781315771328
Mishra, P. (2019). Considering contextual knowledge: The TPACK diagram gets an upgrade. Journal of Digital Learning in Teacher Education, 35(2), 76–78. https://doi.org/10.1080/21532974.2019.1588611
Mishra, P., & Warr, M. (2021). Contextualizing TPACK within systems and cultures of practice. Computers in Human Behavior, 117(December 2020), 106673. https://doi.org/10.1016/j.chb.2020.106673
Muhsinin, U. (2024). The role of technology in improving the quality of Islamic religious education in schools and madrasas in the digital era. Journal of Social Science, 1, 62–72. https://doi.org/DOI:10.59613/mey5jm55
Nepp, A. N. (2023). The impact of religious traditions and education levels on innovation activity in countries with different income levels. Macroeconomic Applied Research, 26. https://doi.org/10.15826/vestnik.2023.22.2.010
Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research. https://doi.org/10.3102/0034654311413609
Osborne, J. F., Zaccarelli, F. G., Berson, E., & Reigh, E. (2019). Impacts of a practice-based professional teachers ’ facilitation of and student engagement with scientific argument. American Educational Research Journal, XX(X), 1–46. https://doi.org/10.3102/0002831218812059
Owston, R. (2007). Contextual factors that sustain innovative pedagogical practice using technology: An international study. Journal of Educational Change, 8(1), 61–77. https://doi.org/10.1007/s10833-006-9006-6
Pang, N. S. K., & Wang, T. (2016). Professional learning communities: research and practices across six educational systems in the Asia-Pacific region. Asia Pacific Journal of Education, 36(2), 193–201. https://doi.org/10.1080/02188791.2016.1148848
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Published
2025-12-01
How to Cite
Fadlilah, S., Yuliasri, I., & Fitriati, S. (2025). Faith, Culture, and Technology in EFL Classrooms: Ethnographic Insights from Professional Learning Communities in Indonesian Islamic Schools. Dinamika Ilmu, 25(2), 181-202. https://doi.org/10.21093/di.v25i2.11495
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