Achieving Educational Equality through Digital Learning: Challenges and Solutions in Underprivileged Madrasas

Abstract

Digital education offers significant opportunities to expand access and improve the quality of learning, but remains a significant challenge in underprivileged madrasas with limited infrastructure and resources. This study aims to explore the key challenges faced in implementing digital learning and formulate relevant and contextual solutions. This study used a qualitative approach with field studies in three state madrasas in suburban and rural areas. Data were obtained through direct observation, documentation, and in-depth interviews with teachers, madrasa principals, and students. The results revealed three important findings: (1) limited devices and internet access that hinder the online learning process; (2) low digital literacy of teachers and students that impacts the effectiveness of technology use; and (3) the lack of systemic support from the government or local stakeholders to develop capacity and access to technology in these madrasas. Nevertheless, several local initiatives have emerged, such as community-based training, the use of personal devices, and collaboration with external parties, which have been able to gradually reduce the digital divide. This research contributes to the development of a digital learning implementation model based on the needs of marginalized madrasas. The implications of this research encourage affirmative policies, empowerment of local educational communities, and adaptive technology integration so that digital educational equality can be realized in a real and sustainable manner.