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Digitalization of Islamic Religious Education Practices in Junior High Schools Selvia Dwi Puspita; Lety Febriana; Rifa'i Rifa'i; Syukri Amin
At-Ta'lim : Media Informasi Pendidikan Islam Vol 24, No 2 (2025): DECEMBER
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/attalim.v24i2.9445

ENGLISH: Digitalization of Islamic Religious Education Practices in Junior High SchoolsObjective: This study aims to analyse the forms of digitalisation access gaps in Islamic education, identify contributing factors, and formulate strategic solutions to overcome these limitations. Method: This study uses a qualitative, descriptive design. Data were collected through participatory observation, in-depth interviews with school principals, Islamic education teachers, and students, and documentation. Data analysis used the Miles and Huberman interactive model. Results: There are three main dimensions of digital access gaps: infrastructure access gaps include unstable internet connectivity and an unfavourable device ratio; socio-economic access gaps reflect disparities in digital device ownership; and competency access gaps reveal Islamic education teachers' limited digital literacy in integrating technology into daily learning. Conclusion: The digital access gap creates digital stratification in Islamic education, potentially affecting the equality of learning opportunities for students. Contribution: This study provides evidence-based recommendations for strategic policies to achieve equitable digital access in suburban schools, particularly in Islamic education, which has unique characteristics in character and spiritual development. INDONESIAN: Digitalisasi Praktik Pembelajaran Pendidikan Agama Islam di SMPTujuan: Penelitian ini bertujuan untuk menganalisis bentuk kesenjangan akses digitalisasi dalam pembelajaran PAI, mengidentifikasi faktor-faktor penyebab, dan merumuskan solusi strategis untuk mengatasi keterbatasan tersebut. Metode: Penelitian ini menggunakan pendekatan kualitatif dengan desain deskriptif. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam dengan kepala sekolah, guru PAI, dan siswa, serta dokumentasi. Analisis data menggunakan model interaktif Miles and Huberman. Hasil: Terdapat tiga dimensi utama kesenjangan akses digital: kesenjangan akses infrastruktur meliputi konektivitas internet tidak stabil dan rasio perangkat yang belum ideal, kesenjangan akses berbasis sosial-ekonomi mencerminkan disparitas kepemilikan perangkat digital, dan kesenjangan akses kompetensi menunjukkan keterbatasan literasi digital guru PAI dalam mengintegrasikan teknologi ke dalam pembelajaran sehari-hari. Kesimpulan: Kesenjangan akses digitalmenciptakan stratifikasi digital dalam pembelajaran PAI yang berpotensi mempengaruhi kesetaraan kesempatan belajar siswa. Kontribusi: Penelitian ini memberikan rekomendasi berbasis bukti untuk kebijakan strategis guna mencapai pemerataan akses digital di sekolah pinggiran, khususnya dalam pembelajaran PAI yang memiliki karakteristik unik dalam pembentukan karakter dan spiritualitas

Parenting and Children's Moral Values in the Gadget Era: A Rural Ethnographic Study Lety Febriana; Desi Firmasari; Syukri Amin
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): March - June
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i1.1910

The development of digital technology has influenced parenting patterns and the process of moral value formation within families. The increasing use of gadgets by children poses new challenges for parents in maintaining the process of moral value internalisation. This study aims to understand the dynamics of parenting in instilling moral values in children amid the use of gadgets in Talang Donok Village. The study uses a qualitative approach with ethnographic methods to explore parenting practices, social interactions, and community experiences in everyday life. Data was obtained through participant observation, in-depth interviews with parents, children, community leaders, and religious leaders, as well as documentation of the community's social and religious activities. The results of the study show that the family remains the primary environment in the process of internalising moral values through strategies such as giving advice, instilling positive behaviour, parental role modelling, and supervising gadget use. In addition, the social environment and religious activities of the community also play a role in strengthening the character building of children. However, the increasing use of gadgets in some cases reduces children's involvement in social and religious activities. Therefore, the active role of families and communities is needed in directing the use of digital technology so that it remains in line with the formation of moral values in children.

Transformasi Digital Dalam Pendidikan Agama Islam: Peran Chatgpt Dalam Mengembangkan Keterampilan Berpikir Kritis Di Kalangan Siswa Sekolah Menengah Eficha Hadi Putri; Rifa’i Rifa’i; Lety Febriana
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 1 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i1.1811

Transformasi digital yang ditandai dengan hadirnya kecerdasan buatan generatif seperti ChatGPT membawa pengaruh signifikan terhadap ekosistem pendidikan, termasuk pada pembelajaran Pendidikan Agama Islam (PAI). Perubahan ini membuka peluang bagi siswa untuk mengeksplorasi materi keagamaan secara lebih interaktif, namun sekaligus menimbulkan tantangan yang berkaitan dengan validitas informasi, etika akademik, serta potensi melemahnya kemampuan berpikir kritis akibat kecenderungan mencari jawaban instan. Penelitian ini bertujuan menilai pengaruh penggunaan ChatGPT terhadap kemampuan berpikir kritis siswa SMA dalam pembelajaran PAI dengan menggunakan pendekatan kuantitatif melalui desain eksperimen semu tipe non-equivalent control group. Sampel melibatkan 30 siswa kelas X yang dibagi menjadi kelompok kontrol dan kelompok eksperimen. Instrumen tes berpikir kritis disusun berdasarkan adaptasi Watson-Glaser Critical Thinking Appraisal dan telah melalui uji validitas serta reliabilitas dengan hasil Cronbach’s Alpha sebesar 0,924, menunjukkan konsistensi internal sangat tinggi. Analisis data dilakukan menggunakan uji Mann–Whitney U karena syarat normalitas dan homogenitas varians tidak terpenuhi. Hasil penelitian menunjukkan adanya perbedaan signifikan antara skor posttest kelompok eksperimen dan kontrol (p = 0,007), dengan nilai efektivitas r ≈ 0,49 yang termasuk kategori sedang. Temuan ini mengindikasikan bahwa penggunaan ChatGPT secara terarah dapat meningkatkan kemampuan berpikir kritis siswa dalam pembelajaran PAI. Penelitian ini menegaskan pentingnya integrasi kecerdasan buatan secara pedagogis, etis, dan teologis guna memastikan siswa tidak hanya memperoleh pengetahuan instan, tetapi mampu mengembangkan penalaran yang mendalam dan bertanggung jawab dalam konteks keislaman

PAI Teachers and the Phenomenon of Spiritual Quiet Quitting: A Study on the Decline of Students' Worship Motivation Amid Academic Curriculum Density Sesilia Marsya Nabila Zahara; Rice Putri Dia Utami; Muhammad Yasin Abdul Aziz Rantisi Nasution; Lety Febriana
Al-Kharaj: Journal of Islamic Economic and Business Vol. 8 No. 3 (2026): Vol. 8 No. 2 (2026): All articles in this issue include authors from 3 countrie
Publisher : LP2M IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/kharaj.v8i3.12049

The transformation of academic curricula demanding intensive cross-disciplinary competencies has produced a density of learning agendas with implications for students' psychological and spiritual dimensions. This phenomenon gives rise to a condition conceptualized as "spiritual quiet quitting", a term borrowed from workplace literature describing students who continue to perform worship formally while losing inner engagement, devotion, and meaning. This study aims to conceptually examine the relationship between academic curriculum density and the decline of students' worship motivation, to identify the characteristics of spiritual quiet quitting, and to analyze the role and strategies of Islamic Religious Education (PAI) teachers in responding to it. The study employs a qualitative descriptive-analytical library research approach, drawing data from nationally and internationally indexed journal articles published between 2019 and 2026, analyzed through data reduction, display, and conclusion drawing following the Miles and Huberman model. The findings indicate that, viewed through the job demands-resources framework, curriculum density can function as a demand that depletes students' psychological resources when not balanced by supporting resources such as social support and adequate spiritual meaning-making. PAI teachers hold a crucial role through authentic exemplary conduct, affective-personal approaches grounded in fulfilling the basic psychological needs of autonomy, competence, and relatedness, and reorienting the worship narrative from administrative obligation toward meaningful practice, as a preventive step against the spread of spiritual quiet quitting in school settings. Keywords: PAI teacher; spiritual quiet quitting; worship motivation; curriculum density; academic burnout; self-determination theory

Contextual Teaching and Learning Methods in Islamic Religious Education at Lebong State Special School 1 Endia Aprilia Sari; Desi Firmasari; Lety Febriana; Dedy Novriadi; Syukri Amin
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 1 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i1.12919

This study investigates the application of the Contextual Teaching and Learning (CTL) approach to Islamic Religious Education instruction at State Special School 1 Lebong, with a focus on how contextual strategies can bridge the gap between religious material and the real experiences of students with special needs. The research methodology adopts a qualitative paradigm with a descriptive-interpretive design. Triangulation data gathering methods include academic documentation reviews, in-depth interviews with educational stakeholders, and structured participatory observation. To produce accurate and trustworthy results, data analysis employs Miles and Huberman's interactive model, which comprises the phases of data reduction, data presentation, and conclusion drafting. The study's conclusions showed that the CTL approach in Islamic Religious Education (PAI) instruction at SLBN 1 Lebong was operationalized through seven fundamental pillars: constructivism, investigation, and questioning, learning community, modeling, reflection, and authentic assessment. Teachers designed learning differentiation by adjusting the complexity of the material, utilizing multisensory media, and providing individual scaffolding that was responsive to the specific characteristics and obstacles of each student. Significant findings indicate that the CTL approach not only improved students' cognitive competence in understanding fundamental concepts of Islamic teachings but also optimized their active involvement in the learning process.

Analysis Of The Learning Effectiveness Of Digital-Based Islamic Religious Education Courses At Muhammadiyah University Of Bengkulu Zona Julita; Dedy Novriadi; Lety Febriana; Desi Firmasari
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 1 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i1.12902

This study aims to describe the implementation of digital-based Islamic Religious Education (PAI) learning media in fifth-grade classes at SD Fatma Kenanga, Bengkulu City, to examine students’ learning motivation in participating in digital-based PAI learning, and to analyze the supporting and inhibiting factors affecting the use of digital learning media in enhancing students’ learning motivation. This research employed a qualitative descriptive method, with data collected through in-depth interviews with the PAI teacher, questionnaires distributed to 20 fifth-grade students, direct classroom observations, and analysis of findings linked to relevant learning theories. The results of the study indicate that the use of digital learning media, particularly educational videos, is still relatively limited in PAI instruction. This limitation is mainly due to the dominance of conventional teaching methods such as lectures, discussions, and the use of whiteboards and textbooks. However, when digital media were implemented, the learning process became more engaging and interactive, leading to increased student motivation, enthusiasm, active participation, and understanding of PAI materials, especially those related to worship practices and moral values. Based on the questionnaire results, only three out of twenty students showed a moderate level of learning motivation, while the majority demonstrated high to very high motivation levels. Inhibiting factors included limited internet access and restricted availability of facilities such as projectors and Chromebooks, which had to be shared among classes. Overall, digital-based PAI learning media were proven to be effective in enhancing students’ learning motivation and contributed significantly to the development of more innovative and contextual PAI learning strategies.

Contextual Teaching and Learning Methods in Islamic Religious Education at Lebong State Special School 1 Endia Aprilia Sari; Desi Firmasari; Lety Febriana; Dedy Novriadi; Syukri Amin
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 1 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i1.12919

This study investigates the application of the Contextual Teaching and Learning (CTL) approach to Islamic Religious Education instruction at State Special School 1 Lebong, with a focus on how contextual strategies can bridge the gap between religious material and the real experiences of students with special needs. The research methodology adopts a qualitative paradigm with a descriptive-interpretive design. Triangulation data gathering methods include academic documentation reviews, in-depth interviews with educational stakeholders, and structured participatory observation. To produce accurate and trustworthy results, data analysis employs Miles and Huberman's interactive model, which comprises the phases of data reduction, data presentation, and conclusion drafting. The study's conclusions showed that the CTL approach in Islamic Religious Education (PAI) instruction at SLBN 1 Lebong was operationalized through seven fundamental pillars: constructivism, investigation, and questioning, learning community, modeling, reflection, and authentic assessment. Teachers designed learning differentiation by adjusting the complexity of the material, utilizing multisensory media, and providing individual scaffolding that was responsive to the specific characteristics and obstacles of each student. Significant findings indicate that the CTL approach not only improved students' cognitive competence in understanding fundamental concepts of Islamic teachings but also optimized their active involvement in the learning process.

Analysis Of The Learning Effectiveness Of Digital-Based Islamic Religious Education Courses At Muhammadiyah University Of Bengkulu Zona Julita; Dedy Novriadi; Lety Febriana; Desi Firmasari
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 1 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i1.12902

This study aims to describe the implementation of digital-based Islamic Religious Education (PAI) learning media in fifth-grade classes at SD Fatma Kenanga, Bengkulu City, to examine students’ learning motivation in participating in digital-based PAI learning, and to analyze the supporting and inhibiting factors affecting the use of digital learning media in enhancing students’ learning motivation. This research employed a qualitative descriptive method, with data collected through in-depth interviews with the PAI teacher, questionnaires distributed to 20 fifth-grade students, direct classroom observations, and analysis of findings linked to relevant learning theories. The results of the study indicate that the use of digital learning media, particularly educational videos, is still relatively limited in PAI instruction. This limitation is mainly due to the dominance of conventional teaching methods such as lectures, discussions, and the use of whiteboards and textbooks. However, when digital media were implemented, the learning process became more engaging and interactive, leading to increased student motivation, enthusiasm, active participation, and understanding of PAI materials, especially those related to worship practices and moral values. Based on the questionnaire results, only three out of twenty students showed a moderate level of learning motivation, while the majority demonstrated high to very high motivation levels. Inhibiting factors included limited internet access and restricted availability of facilities such as projectors and Chromebooks, which had to be shared among classes. Overall, digital-based PAI learning media were proven to be effective in enhancing students’ learning motivation and contributed significantly to the development of more innovative and contextual PAI learning strategies.

Islamic Religious Education Learning Management in Shaping Student Character in Schools Rindi Legista; Syukri Amin; Desi Firmasari; Lety Febriana
Journal of Educational Management Research Vol. 4 No. 6 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i6.1509

This study explores the role of Islamic Religious Education (PAI) in character formation, particularly in the context of the Independent Curriculum and integrated Islamic schools. The research highlights the importance of religious activities, such as Tadarus (Quran recitation), in fostering a disciplined, focused classroom atmosphere, while also integrating key character values, such as religiosity, discipline, responsibility, honesty, and noble morality, into the curriculum and teaching practices, by using a qualitative case study approach with observation, interviews, and documentation. The findings reveal that while religious practices and value discussions engage students, self-reflection remains moderate, suggesting the need for a more systematic approach to foster deeper personal reflection. The study’s contribution lies in providing a comprehensive framework for managing PAI learning, emphasizing the integration of character education within Islamic schools. Future research should explore the impact of socio-cultural contexts, technology integration, and enhanced self-reflection on character development strategies in PAI education.

The Algorithm of Piousness: Emotional Engagement, Informal Islamic Religious Learning, and Pedagogical Patterns in YouTube Comments on Islamic Lecture Videos Rika Azizah; Merri Sri Hartati; Lety Febriana
Blantika: Multidisciplinary Journal Vol. 4 No. 6 (2026): Blantika: Multidisciplinary Journal
Publisher : PT. Publikasiku Academic Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57096/blantika.v4i6.520

YouTube has become a major platform for informal Islamic religious learning among Generation Z in Indonesia, yet the pedagogical dynamics within the comment sections of Islamic lecture videos remain underexplored. The 2017 Indonesia Demographic and Health Survey (IDHS) reported that 7.7% of adolescents had engaged in premarital sexual relations, highlighting the need to strengthen character-based Islamic education. This study analyzes 4,689 comments on three Islamic lecture themes aligned with the Grade X Senior High School Islamic Religious Education (PAI) curriculum: Guarding Social Relations, Guarding the Heart and Self-Dignity, and Avoiding Illicit Relationships. A computational-qualitative mixed-methods approach employed a ten-category Islamic Pedagogical Engagement (IPE) framework grounded in tarbiyah, ta'lim, ta'dib, and Krathwohl's affective taxonomy. Supplication for Self-Protection and Forgiveness was the dominant category (36.8%, n=1,727), followed by Repentance and Commitment to Avoiding Sin (22.2%, n=1,041) and Emotional Moving and Remorse (17.1%, n=803). Four Pedagogical Conversion Narrative (PCN) subtypes were identified, with highly appreciated comments describing digital lectures as divine guidance and expressing intentions to abandon dating relationships, although these self-reports require further verification. The findings demonstrate that YouTube comments function as an informal Islamic learning space where emotional engagement supports pedagogical depth. This relationship is conceptualized through the Digital Islamic Pedagogical Engagement (DIPE) model, offering implications for assessment and curriculum development in Grade X Islamic Creed and Character education.

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