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All Journal Action Research Journal Indonesia (ARJI) Permata : Jurnal Pendidikan Agama Islam
Prospery Mwansa Mwila
St. Augustine University of Tanzania
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences

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Educational Tablets and their Effectiveness in Enhancing Teacher Engagement and Conceptual Understanding in History Instruction in Secondary Schools in Bagamoyo District, Tanzania Prospery Mwansa Mwila
Action Research Journal Indonesia (ARJI) Vol. 8 No. 2 (2026): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v8i2.784

Abstract

Improving the quality of history instruction in secondary schools increasingly depends on the effective use of digital tools that enhance learner engagement and strengthen conceptual understanding. In Tanzania, educational tablets have been introduced in public secondary schools to support teaching and learning; however, their classroom application remains unclear, particularly regarding instructional practices and teacher preparedness in contexts such as Bagamoyo District. Although available, these devices are mainly used for supportive tasks, with limited evidence of meaningful pedagogical transformation in history education.This study assessed the effectiveness of educational tablets in enhancing teachers’ engagement and conceptual understanding in history instruction in public secondary schools in Bagamoyo District. It examined how tablets are used in lesson preparation and delivery. A convergent parallel mixed-methods design was adopted, integrating quantitative and qualitative approaches. The study involved 30 participants, comprising 20 history teachers and 10 academic teachers, selected through stratified random and purposive sampling techniques. Data were collected using structured questionnaires and semi-structured interviews. Validity and reliability were ensured through triangulation, pilot testing, and a Cronbach’s Alpha value of 0.72. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically using the constant comparative method supported by NVivo software. Findings indicate that tablets are strongly valued for lesson planning (80%) and digital exhibitions (64%), reflecting their usefulness in organizing and presenting instructional content. However, their integration into learner-centered strategies such as project-based learning remains limited (14%), with inconsistent use in historical timelines and classroom presentations. Challenges include inadequate pedagogical training, unclear policy direction, and insufficient technical support. The results correspond with the Technology Acceptance Model (TAM) and Technological Pedagogical Content Knowledge (TPACK), showing that although teachers recognize the usefulness of tablets, many lack the integrated competencies required for transformative instructional use.
Islamic Education through the Digital Storytelling Method in Islamic Date Learning: (Classical Narrative Revitalization Study for the Millennial Generation) Ardani; Prospery Mwansa Mwila
Permata : Jurnal Pendidikan Agama Islam Vol. 6 No. 1 (2025): Permata : Jurnal Pendidikan Agama Islam
Publisher : Lembaga Publikasi Ilmiah Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/permata.v6i2.3275

Abstract

This study aims to examine how the digital storytelling method can be used as a means of revitalizing classical narratives in learning Islamic tarikh for the millennial generation. Using a qualitative research approach based on library research, this study analyzes various academic literature and relevant classical and contemporary Islamic scholarly sources. The results show that digital storytelling can be an effective pedagogical medium to convey Islamic history in a contextual, interesting and meaningful way. The transformation of classical narratives into digital formats-such as animated videos, podcasts, and interactive infographics-increases learners' absorption, interest in learning, and emotional engagement. In addition, this method is in line with the visual, fast-paced and technology-based learning characteristics of the millennial generation. In the context of Islamic education, digital storytelling not only functions as a medium for delivering material, but also as a means of character building, value internalization, and strengthening students' Islamic identity. This study concludes that digital storytelling has great potential in recontextualizing Islamic history and becoming an epistemological bridge between classical scientific traditions and the challenges of the digital world. Therefore, the integration of this method in the Islamic tarikh curriculum is an important strategy in responding to today's pedagogical needs. Keywords: Tarikh Islam, Digital Storytelling, Classical Narratives, Islamic Education, Millennial Generation, Digital Media, Contextual Learning
Co-Authors Ardani