Digital Transformation Of Islamic Religious Education Learning Through Teachers' And Students' Experiences
DOI:
https://doi.org/10.51672/alfikru.v20i2.1129Keywords:
Digital transformation, Islamic Religious Education, Islamic valuesAbstract
This study aimed to describe the experiences of teachers and students and to explore the meaning of digital transformation in Islamic Religious Education learning at Primbana Private Senior High School, Medan. The study employed a qualitative approach using a phenomenological method to understand the participants' lived experiences. The participants consisted of Islamic Religious Education teachers and students selected through purposive sampling. Data were collected through in-depth interviews, non-participant observations, and document analysis, and were analyzed using a phenomenological approach involving coding, thematic clustering, and the synthesis of meanings. The findings indicate that digital transformation enhances the effectiveness of learning through the use of digital media, broader access to learning resources, and increased student motivation and engagement. However, its implementation continues to face challenges, including limited infrastructure, unstable internet connectivity, disparities in digital literacy, and distractions associated with technology use. The study also reveals that technology cannot replace the teacher's role in fostering pedagogical interactions, internalizing Islamic values, and developing students' character.
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