The Ideal Islamic Religious Education Teacher from Generation Z’s Perspective: Teaching Quality in Digital Era at NW Suralaga Islamic Senior High School
DOI:
https://doi.org/10.61455/sujiem.v4i01.659Keywords:
digital era, generation z, islamic religious education teacher, student perceptions, teaching qualityAbstract
Objective: This study aims to examine Generation Z students’ perceptions of the ideal Islamic Religious Education (IRE) teacher and the teaching qualities required in the digital era. Theoretical framework: The study draws on pedagogical, personality, social, and professional competencies, complemented by digital literacy as an essential dimension of contemporary Islamic education. Literature review: Previous studies emphasize teacher competence and technology integration; however, the characteristics of ideal IRE teachers from Generation Z students’ perspectives require further investigation. Methods: This study employed a mixed-methods approach using an explanatory sequential design. Data were collected through questionnaires, interviews, observations, documentation, and focus group discussions. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were examined through data reduction, data presentation, and conclusion drawing following Miles, Huberman, and Saldaña. Results: Students’ perceptions were predominantly high (50%; 372 responses), followed by very high (32%; 236), low (13%; 97), and very low (5%; 37). Qualitative findings indicate that ideal IRE teachers serve as role models, motivate learners, communicate effectively, understand students’ needs, facilitate engaging learning, and integrate digital technology into instruction. Implications: These findings provide guidance for teacher education, professional development, and instructional improvement by aligning IRE teachers’ competencies with Generation Z’s learning characteristics and needs. Novelty: This study formulates a comprehensive profile of the ideal IRE teacher from Generation Z’s perspective by integrating quantitative and qualitative evidence across pedagogical, personality, social, professional, and digital literacy competencies, offering context-specific insights for Islamic education in the digital era.
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