Building a Literate Generation of Saints at the Bina'ul Ummah Maluk Foundation
Keywords: Digital Applications, Teacher resistance
Abstract
The digitalization of education has become a global trend, but teachers' adoption of digital technology often faces various challenges. This article aims to investigate and analyze the factors hindering teachers at the Bina'ul Ummah Maluk Foundation from adopting digital learning applications. Using a qualitative approach with a case study design, this research involved in-depth interviews and observations of a few teachers at the foundation. Key findings suggest that teachers' resistance to adopting digital apps stems from a variety of factors, including concerns about additional workload, a lack of adequate technical skills, distrust of the app's effectiveness, and perceptions that digital technology reduces the face-to-face interaction essential to the teaching and learning process. In addition, inadequate institutional support and relevant training contribute to this resistance. The results of this study provide in-depth insights into the complexity of teacher resistance in the context of educational technology adoption. The implications of this study suggest the need for sustainable, relevant technical support, increased technical support, and open dialogue to understand and address teachers' concerns at the Bina'ul Ummah Mamuk Foundation, thereby encouraging the adoption of effective, sustainable digital technologies in learning.
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