Table 1.

Tables for codes themes.

	Codes		Themes	Examples
	Category: student centered	Abbreviation
1.	SC: Critical Sc: Creative Sc: Communication Sc: Participate	SC-CRIT SC-CRE SC-COM SC-PAR	Themes 1: Student-centered learning	“As far as I know, twenty-first century learning is a student-centered learning process through communication, critic... critical and creative thinking as well as application of pure and ethical values.” (I1DU20-24/SC-CRIT-CRE-COM). “I am using talking chips methods as a technique in my classroom. The students can communicate when they have their chips, if they don't have their chips so they can't talk. These methods can improve their communication and had a good values. It means that they have to be patients if they want to talk (I1DU26-29/SC-COM) For example I asked my students to think the cause and effect about the bad attitude. One topic about respecting our parents in Islamic education, I had asked my students about the consequences if they don't respect their parents. Then my students will discuss among them the answer (I4DU 33-37) “For me, teaching and learning twenty-first century learning must focus on students. Students must actively participate in the classroom.” (I3DU29/SC-PAR).
	Category: twenty-first		Theme 2:	“The approach I always use is problem-based learning. I always use the i-Think Map
	century teaching		twenty-first	technique in Islamic education teaching. I use i-Think Map because it is a graphical
	CT: Problem	CT-PBL	century	compilation technique that helps students think creatively and critically.”
	based learning		teaching	(I1DU40-42/CT-PBL)
	CT: Project	CT-PRBL		“Usually, I will use 'Rally Robin', 'Time-Pair-Share', 'Think-Pair-Share', and acting
	based learning			techniques in Islamic education classes. I chose these methods because uh... they uh... seem
				to fit the subject I want. Most activities in twenty-first century learning are student-centered learning. So, students are trained to be self-reliant in finding information, solving problems, finding ideas with the resources provided. In this way, uh... it can help students improve their creative and critical thinking skills.” (I2DU 45-48) “I prefer to use the advice and simulation techniques approach as well as storytelling techniques.” (I3DU34). “I always use project-based learning to teach morals. For example, in moral with parent subtopic, I told them to make a video and make an act of respect for their parents. Later they share the videos and upload them to Google Classroom.” (I3DU 40-43/CT-PRBL) “These kids love to do projects, so I asked them to do a project for example in prayer practical topic. And then they do that prayer practical project individually and upload it to Google Classroom” (I2DU49-50) “Since the students have exercise books, so I do it alternately. For example, this week we use the textbook for learning, and then next week we look at YouTube. So there's a time we online and there's a time we offline.” (I4DU42-44) “I do teach online and offline. For example, on Monday and Thursday, we are online, while Friday we are offline, ha like that. If offline I asked my student to look up the work I uploaded on Google Classroom and do them.” (I3DU45-47) “I still use the Rally Robin, Time-Pair-Share, and Think-Pair-Share methods but I applied them through online.” (I2DU53-54)
	Category: Creative inspiration		Theme 3: Creative	Subtheme 1: Eager to Search for Information “For me, it was hard only at the beginning. But after many times online, I personally want
	CI: Searching information	CI-SI	inspiration	to find an application that I can use to teach online. Sometimes I ask friends what they are using. For example, there's this science teacher, he used YouTube, Peekaboo, Dr. Binocs
	CI: Ask friend	CI-AF		Show, right. So I was curious about what it was and what it was like to use it for Islamic
	CI: Imagine	CI-I		Education.” (I1DU50-54/CI-AF)
				“So I searched myself, find on the internet such as YouTube, Didik TV, and more for me to use in class. I don't refer to the teaching guidebook anymore.” (I1DU55-56/CI-SI) “Then it's easy to use the guidebook but now, I'm the type where I have to imagine first before I do something. Next, I planned and searched on the internet for online news and put them into my lesson plan.” (I2DU60-62/CI-I) “Now it happened to be my hobby for my brain to think about how to teach. Then I used to be comfortable referring to the guidebook and follow exactly like what it says. Now, I need to think and find out how to teach online well.” (I4DU62-64) Subtheme 2: Get out of their Comfort Zone “I don't refer to teaching guidebook anymore.” (I1DU60) “I used to love the guidebook but now, I'm the type where I have to imagine first before I do something.” (I2DU64) “Then I used to be comfortable referring to the guidebook and follow exactly like what it says.” (I3DU47) Subtheme 3: Think outside the box “I imagined first how I would do the online talking chip method. If in the previous teaching, we could use coins as a chip. If online what type of tools? So I imagine if I use Wheels of Names as a chip would it be okay.” (I2DU66-68/CI-I) “There's once after a headache online teaching, I wonder what to do to make these students happy to learn. I think and think and next, I had the idea of incorporating some methods into one lesson.” For example, I had combined lecture methods with Kahoot technique (I3DU50-53) “I am always open to any teaching methods that are appropriate to Islamic Education.” Actually I had create a new methods such as using short stories and students need to ask a question from the short stories. The questions must be higher order thinking skills. Normally teacher always tell a story, now I changed that. Students read that stories and create higher order questions from the short stories. (I4DU65)
	Category: Creative strategies		Theme 4: creative	‘Firstly, we need to set the time. Because of course during this Malaysian Movement Control Order time I need to manage between family and teaching time. Thus, I set up a
	CS: Find ideas CS: Mind mapping	CS-FI CS-MM	strategies	time at night ‘after Isya’ prayer, to started looking for new ideas to teach.” (I1DU61-63/CS-FI)
				“I always look for ideas on my day off. For example, I don't have class on Wednesday, so that day I will take time to think of the appropriate methods for future teaching. I tend to forget so I made a note in my hp.” (I2DU66-68) “Making mind mapping is easy. You used to tell your students to do mind mapping. Now I myself do the mind mapping method to teach and provide activities involving it during the process, usually the kids always create mind mapping during history period.” (I3DU73-75/CS-MM) “I love finding ideas for teaching. I always thought about how to get the students to understand when studying online. Sometimes I teach based on my own ideas.” …. I find my ideas through imagination, searching internet and sometimes asking my colleague. (I4DU67-70)
	Category: Creative activities		Theme 5: creative	“There are various activities I have done during this pandemic teaching; I first held the memorization competition for the chosen surahs and uploading them to telegram while
	CA: Online CA: Situation CA: Solve problem	CA-O CA-S CA-SP	activities	directly giving scores there. Secondly, I ask students to tell the story of the prophet Muhammad when he received the revelation and uploading them to Google Classroom.” (I1DU81-84)
	CA: Games	CA-G		“While teaching online, I asked the students to present in Google Meet and I also did Quizizz. Since of course we need to create an activity or else the students will be bored. Thus, I used the tools too.” (I2DU87-88/CA-G) “The activity that I see students love to do is when I use Quizizz where they can answer them together. I also made a Wordwall for them. I also do activities in groups using Jamboard.” (I3DU74-75/CA-G) “For the fiqh subject, I usually created a situation, for example during Istinja learning. Hence, I tried to create an istinja situation in the desert, so students need to think about how to solve it. If we give them an exemplary situation within Malaysia they can't really get it since Malaysia have a lot of water.” (I3DU76-79) “I usually put questions like situations questions in Google PowerPoint. In the class, it's easy for all students to write there and turn in. I create a circumstance where they need to think about, like what if they trampled on camel feces and how to purify it” (I1DU87-89/CA-S) “I also do give a realistic situation. For example, your sister doesn't perform salat, so how do you tell your mom?” (I2DU90) “I also give questions to students and ask them to solve them. For example, you had to take your dad's money on the table to buy food. Is it a proper thing to do?” (I4DU77-78/CA-SP) “I prefer to use games because I teach kids year 1 to year 3 so I always have them playing games like crossword, puzzles, dice games, and bingo. Sometimes I also do group activities using Wheels of Names.” (I4DU80-83/CA-G) “Ha! Right? It's very fun and exciting. Students are up to wonder, “What are we going to do tomorrow, Ustazah? Ala, isn't it over? It's no fun that after this is over, Islamic education is slower.” Ha they're very, very... Even someone gave me the idea, “We're going to play this thing.” Sometimes Ustazah follows the trick of studying so you can't play.” (I4DU89-92)
	Category: Alternative evaluation		Theme 6: alternative	“The headmaster asked me to do an online assessment too, so I did Quizizz. I give the students time to answer and ask the parents to set time at 9. So before 9 p.m., the students
	AL-assessment	AL-A	evaluation	need to be ready in Google Meet” (I1DU92-93) “I did my own assessment as well as using live worksheet” (I1DU97/AL-A) “I followed the mid-year test that headmaster asked to use Classkick, so I apply it and I also apply Quizizz” (I2DU100) “I do implement Classkick and Blooket” (I4DU97) “I use project assessments like asking students to do individual projects such as respect for guests and putting them on Google Slide” (I3DU98)

(I1DU20-24) stand for: I-respondent, 1-number of the respondent, DU-Discourse Unit, 20-24 is the continuous number in paragraph.