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Aang Darsono
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TRANSFORMASI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI ERA DIGITAL: ANALISIS INOVASI GURU DAN PEMANFAATAN TEKNOLOGI DI SMA ISLAM PB SOEDIRMAN JAKARTA TIMUR Aang Darsono
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.55004

Abstract

Digital transformation has brought significant changes to various aspects of life, including education. The rapid development of information and communication technology encourages teachers to innovate in learning processes to make them more effective, engaging, and relevant to the characteristics of twenty-first-century learners. This study aims to analyze the transformation of Islamic Religious Education (IRE) learning in the digital era, identify teacher innovations, and describe the utilization of technology in IRE learning at SMA Islam PB Soedirman East Jakarta. This study employed a qualitative approach using a case study design. Data were collected through observation, in-depth interviews, and documentation. Research participants included the principal, vice principal for curriculum affairs, Islamic Religious Education teachers, and students. Data were analyzed using the Miles, Huberman, and Saldaña model consisting of data condensation, data display, and conclusion drawing. The findings indicate that the transformation of IRE learning is reflected in a shift toward student-centered learning, the integration of digital media into instructional activities, and the implementation of innovative teaching methods that encourage active student participation. Teachers utilize various educational technologies, including Learning Management Systems (LMS), Google Classroom, Google Forms, Canva, instructional videos, and educational social media platforms. Supporting factors include teacher competence, school leadership support, and adequate infrastructure. Inhibiting factors include varying levels of students’ digital literacy, internet connectivity issues, and limited instructional time. The study concludes that digital transformation in Islamic Religious Education learning contributes to improved learning effectiveness, increased student participation, and greater relevance of instructional content to contemporary educational needs.
PENGUATAN MODERASI BERAGAMA MELALUI INTEGRASI NILAI-NILAI MULTIKULTURAL DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SMA ISLAM PB SOEDIRMAN JAKARTA TIMUR Aang Darsono
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.55581

Abstract

This study aims to analyze the strengthening of religious moderation through the integration of multicultural values in Islamic Religious Education learning at SMA Islam PB Soedirman East Jakarta. The study is motivated by the importance of developing tolerance, respect for diversity, and moderate character in a pluralistic society. This research employed a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation involving the principal, Islamic Religious Education teachers, and students. Data analysis followed the Miles, Huberman, and Saldaña model, including data condensation, data display, and conclusion drawing. The findings reveal that the integration of multicultural values in Islamic Religious Education learning is implemented through learning materials, discussion methods. collaborative learning, case studies, and teacher role modeling. The multicultural values emphasized include tolerance, respect for differences, equality, cooperation, and inclusiveness. These values contribute to strengthening students’ religious moderation, as reflected in increased tolerance, national commitment, rejection of violence, and appreciation of cultural diversity. Supporting factors include a religious school culture, strong institutional support, and teacher competence, while inhibiting factors include diverse student backgrounds and exposure to unverified digital information. The study concludes that integrating multicultural values into Islamic Religious Education learning is an effective strategy for strengthening religious moderation in schools.
TRANSFORMASI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM MELALUI INTEGRASI ARTIFICIAL INTELLIGENCE (AI) DI SMA ISLAM PB SOEDIRMAN JAKARTA TIMUR Aang Darsono
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.55583

Abstract

The development of Artificial Intelligence (AI) has brought significant changes to the field of education, including Islamic Religious Education (IRE), by providing more diverse, interactive, and adaptive learning resources. This study aims to analyze the integration of AI in IRE learning, identify the learning transformations resulting from its implementation, and examine the supporting and inhibiting factors at SMA Islam PB Soedirman East Jakarta. The study employed a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation involving the principal, IRE teachers, and students. Data analysis was conducted using the Miles, Huberman, and Saldaña model. The findings reveal that AI is utilized as a learning resource, instructional media, teaching material development tool, and assessment instrument. The implementation of AI has transformed the learning process by increasing access to digital learning resources, promoting more interactive and personalized learning experiences, enhancing students’ learning motivation, and shifting the teacher’s role from the primary source of information to a learning facilitator. The implementation of AI is supported by the availability of technological infrastructure, teachers’ digital competence, school support, and students’ enthusiasm. However, several challenges remain, including limited digital literacy among some students, the potential misuse of technology, and the need to monitor the validity of AI-generated information. The study concludes that AI has the potential to make Islamic Religious Education learning more effective, innovative, and adaptive; therefore, its implementation should be accompanied by strengthened digital literacy, ethical technology use, and continuous teacher guidance.
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