Digital resources can be implemented to support the quality of education, including for teachers teaching science. Studies have explored technology integration for schools in cities and urban areas; however, few studies focused on the technology integration in education of rural areas. Therefore, this study aimed at elaborating factors predicting Indonesian science teachers' integration of digital resources in education, especially for teaching activities in rural areas. Besides, demographic information was addressed to understand the differences regarding the integration of digital resources in education. We collected data from 217 respondents who are science teachers of senior and junior high schools in one province located in Sumatra, Indonesia. Using Smart PLS 3.0, we analyzed the data to understand the relationship between exogenous and endogenous variables. In addition, t-test was used to elaborate on the differences regarding the integration of digital resources based on demographic information. Findings from the path analysis show that attitude was the strongest driver predicting intention to use digital resources in education perceived by teachers in rural areas. Meanwhile, self-efficacy was reported to be insignificant for the intention to use. The only predictor that is positively significant for actual behavior was intention to use. Other factors (facilitating condition and knowledge and skills) did not affect actual behavior. In addition, the difference test informed that Mean values between participants’ teaching experience was significantly different regarding the integration of digital resources of schools in rural areas. No significant differences were reported based on gender and level of school. The technology integration for schools in rural areas is different compared to the schools in cities and urban areas. With limited accesses and resources, this study might provide practical implications and recommendations for further research, especially on technology integration in schools of rural area.

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Artikel ini mendiskusikan dua rumusan masalah yaitu bagaimana pemetaan kajian pendidikan toleransi di Indonesia, dan bagaimana implementasinya. Artikel ini mempermudah peneliti selanjutnya dalam menentukan tema penelitiannya terhadap pendidikan toleransi. Kajian dilakukan melalui pendekatan literature review secara sistematik. Pencarian data dilakukan melalui google scholar. Untuk mempersempit pencarian, maka dilakukan pembatasan dengan beberapa strategi yaitu; kata kunci “pendidikan toleransi”, in title (semua kata kunci tercakup pada judul), dan tahun terbitan (2015-2020). Penulis menyimpulkan bahwa: 1) berdasarkan pemetaan (maping) terhadap kajian terdahulu, terdapat sejumlah gap yang perlu dikaji oleh peneliti selanjutnya; 2) implementasi pendidikan toleransi dapat dikategorisasikan berdasarkan lokasi implementasinya, yaitu sekolah, pesantren, komunitas pemuda, dan keluarga. Tempat yang paling sering dijadikan lokasi penelitian pendidikan  toleransi adalah sekolah dan pesantren, sedangkan tempat penelitian yang jarang dijadikan tempat penelitian pendidikan toleransi adalah komunitas dan keluarga.

This article discusses the characteristics of teacher who teaches Islamic sciences in the perspective of the Nahdlatul Wathan educational tradition, comprehensively. On the other hand, this article is one form of response to the moral degradation of teachers that have recently been rife, especially in Indonesia. This article is the result of qualitative research with a literature approach. Primary data are the books of Tuan Guru Kiai Haji Muhammad Zainuddin Abdul Madjid (Sheikh), which include Wasiat Renungan Masa (Book), Batu Ngompal (Book), the struggle song of Nahdlatul Wathan, and the recording of Sheikh's speech during his lifetime. Secondary data consists of scientific journals and relevant research results, as well as Islamic education books, Sufism, tafsīr and hadīth. Data was collected offline and online, then analyzed by using the NVivo 12 Plus software. This study shows that nine characteristics must be possessed by religious teachers who teach in the Nahdlatul Wathan madrasas/pesantrean (Islamic boarding school), namely: murshīd, sincere, obedient, mandate, behave as the teacher's morals, have a clear pedigree (silsilah/sanad), wise and polite in speaking, competent, and straight (istiqamah). This study concludes that the characteristics of the teacher mentioned in the will of the Sheikh are based on the results of contemplation (tafakkur), empirical experience (tajrībah), and extensive knowledge.