Journal of Pedagogical Sociology and Psychology
Experiencing acculturative continuous professional development: A phenomenological inquiry into madrasa teachers’ integration of digital learning and indigenous knowledge of Malay culture
Syahraini Tambak 1 * , Desi Sukenti 2
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1 Department of Islamic Religious Education, Universitas Islam Riau, Pekanbaru, Indonesia
2 Department of Indonesian Language and Literature, Universitas Islam Riau, Pekanbaru, Indonesia
* Corresponding Author
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Journal of Pedagogical Sociology and Psychology, 2026 - Volume 8 Issue 2, Article No: e44699
https://doi.org/10.33902/JPSP.202644699

Article Type: Research Article

Published Online: 23 Jun 2026

Views: 27 | Downloads: 15

ABSTRACT
This study aims to formulate a continuous professional development [CPD] model for madrasah teachers through the integration of digital-based learning and indigenous knowledge of Malay culture in teaching professions. The need for an acculturative CPD model arises from two main demands: improving teachers' digital literacy in the era of education 4.0 and the importance of preserving cultural values such as adab (good manners), budi (good manners), pantun (rhymes), syair (poetry), musyawarah (deliberation), and the monotheistic outlook on life. This study uses a phenomenological approach with in-depth interviews with madrasah teachers to explore the needs, practices of digital learning, and the relevance of local wisdom in madrasah pedagogy. The research findings indicate that madrasah teachers require practical, hands-on digital training, including mastery of Learning Management Systems, digital content production, and the use of interactive learning media.  Furthermore, Malay cultural values have been shown to be strongly relevant in developing teacher professionalism, particularly in the areas of etiquette, politeness, and moral reflection. The integration of digital and indigenous knowledge can be realized through culture-based digital learning modules, contextual videos, digital pantun applications, and community-based collaborative training. This research resulted in the design of an acculturative CPD model that combines technical training, strengthening cultural values, digital community mentoring, and reflective evaluation. The implications of this research indicate that acculturative CPD has the potential to improve pedagogical quality, strengthen madrasah cultural identity, and encourage learning innovation relevant to the local context. However, the success of this model requires policy support, digital infrastructure, and collaboration between madrasahs, traditional institutions, and the government. This study recommends large-scale piloting of the model and the development of further research using a mixed approach.
KEYWORDS
continuous professional development digital-based learning indigenous knowledge of Malay culture madrasa teachers teaching profession
In-text citation: (Tambak & Sukenti, 2026)
Reference: Tambak, S., & Sukenti, D. (2026). Experiencing acculturative continuous professional development: A phenomenological inquiry into madrasa teachers’ integration of digital learning and indigenous knowledge of Malay culture. Journal of Pedagogical Sociology and Psychology, 8(2), e44699. https://doi.org/10.33902/JPSP.202644699
In-text citation: (1), (2), (3), etc.
Reference: Tambak S, Sukenti D. Experiencing acculturative continuous professional development: A phenomenological inquiry into madrasa teachers’ integration of digital learning and indigenous knowledge of Malay culture. Journal of Pedagogical Sociology and Psychology. 2026;8(2), e44699. https://doi.org/10.33902/JPSP.202644699
In-text citation: (1), (2), (3), etc.
Reference: Tambak S, Sukenti D. Experiencing acculturative continuous professional development: A phenomenological inquiry into madrasa teachers’ integration of digital learning and indigenous knowledge of Malay culture. Journal of Pedagogical Sociology and Psychology. 2026;8(2):e44699. https://doi.org/10.33902/JPSP.202644699
In-text citation: (Tambak and Sukenti, 2026)
Reference: Tambak, Syahraini, and Desi Sukenti. "Experiencing acculturative continuous professional development: A phenomenological inquiry into madrasa teachers’ integration of digital learning and indigenous knowledge of Malay culture". Journal of Pedagogical Sociology and Psychology 2026 8 no. 2 (2026): e44699. https://doi.org/10.33902/JPSP.202644699
In-text citation: (Tambak and Sukenti, 2026)
Reference: Tambak, S., and Sukenti, D. (2026). Experiencing acculturative continuous professional development: A phenomenological inquiry into madrasa teachers’ integration of digital learning and indigenous knowledge of Malay culture. Journal of Pedagogical Sociology and Psychology, 8(2), e44699. https://doi.org/10.33902/JPSP.202644699
In-text citation: (Tambak and Sukenti, 2026)
Reference: Tambak, Syahraini et al. "Experiencing acculturative continuous professional development: A phenomenological inquiry into madrasa teachers’ integration of digital learning and indigenous knowledge of Malay culture". Journal of Pedagogical Sociology and Psychology, vol. 8, no. 2, 2026, e44699. https://doi.org/10.33902/JPSP.202644699
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