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All Journal Publikasi Pendidikan Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Taman Cendekia : Jurnal Pendidikan Ke-SD-an MODELING: Jurnal Program Studi PGMI Jurnal Dimensi Pendidikan dan Pembelajaran Jurnal Basicedu Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Jurnal Seni Tari Jurnal Formil (Forum Ilmiah) Kesmas Respati Menara Ilmu Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Kappa Journal PROGRES PENDIDIKAN SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan ALACRITY : Journal Of Education NUSRA: Jurnal Penelitian dan Ilmu Pendidikan JURNAL PENDIDIKAN INDONESIA: Teori, Penelitian, dan Inovasi Jurnal Riset Madrasah Ibtidaiyah (JURMIA) Jurnal Basicedu Jurnal Penelitian Ilmu Pendidikan Indonesia Journal of Artificial Intelligence and Digital Business Educatoria : Jurnal Ilmiah Ilmu Pendidikan JS (Jurnal Sekolah) Jurnal Ar Ro'is Mandalika (Armada) Quranic Edu Jurnal Pendidikan Agama Islam
Lovandri Dwanda Putra, Lovandri Dwanda
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Implementasi TPACK dalam Pembelajaran PAI dan Tantangan Guru pada Abad 21 di SD Muhammadiyah Bodon Kotagede Wulan, Aulia; Putra, Lovandri Dwanda; Robbi, Syifa' Inda; Ilmi, Dinnia Hafiza; Fatikhah, Wahyu Anisa
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2630

Abstract

Twenty-first-century education demands innovative technological integration; however, Islamic Education (PAI) teachers often encounter specific challenges in aligning digital tools with religious values at the elementary school level. This study aims to provide an empirical overview of how PAI teachers implement the Technological Pedagogical Content Knowledge (TPACK) framework and to identify the challenges faced during this process at SD Muhammadiyah Bodon Kotagede. Employing a descriptive qualitative approach, data were collected through participant observation, in-depth interviews, and documentation of teaching instruments from purposively selected PAI teachers. The results indicate that TPACK implementation has been adequately internalized through the use of Power Point media for visualizing Tajwid material, combined with direct practice using the Al-Qur'an Mushaf. Despite facing technical constraints such as internet stability and student dependence on visual displays, the school has successfully mitigated these obstacles through infrastructural support and routine technology training for educators. This study concludes that the success of TPACK in PAI learning depends not only on technological sophistication but also on the teacher's ability to maintain the "sanctity" and spiritual value of religious material through the harmonization of digital and conventional methods.ABSTRAKPendidikan Abad 21 menuntut integrasi teknologi yang inovatif, namun guru Pendidikan Agama Islam (PAI) sering kali menghadapi tantangan spesifik dalam memadukan perangkat digital dengan nilai-nilai religius di tingkat sekolah dasar. Penelitian ini bertujuan untuk memberikan gambaran empiris mengenai cara guru PAI mengimplementasikan kerangka Technological Pedagogical Content Knowledge (TPACK) serta mengidentifikasi tantangan yang dihadapi dalam proses tersebut di SD Muhammadiyah Bodon Kotagede. Dengan menggunakan pendekatan kualitatif deskriptif, data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan dokumentasi perangkat ajar terhadap guru PAI yang dipilih secara purposive. Hasil penelitian menunjukkan bahwa implementasi TPACK telah terinternalisasi secara memadai melalui penggunaan media Power Point untuk visualisasi materi Tajwid yang dipadukan dengan praktik langsung menggunakan Mushaf Al-Qur’an. Meskipun menghadapi kendala teknis seperti stabilitas jaringan internet dan ketergantungan siswa pada tampilan visual, pihak sekolah berhasil memitigasi hambatan tersebut melalui dukungan infrastruktur dan pelatihan teknologi rutin bagi tenaga pendidik. Penelitian ini menyimpulkan bahwa keberhasilan TPACK dalam pembelajaran PAI tidak hanya bergantung pada kecanggihan teknologi, tetapi pada kemampuan guru dalam menjaga ”marwah” dan nilai spiritual materi agama melalui harmonisasi metode digital dan konvensional.
Implementasi Pembelajaran Berbasis Gamifikasi pada Mata Pelajaran Pendidikan Agama Islam di SMK Muhammadiyah 3 Yogyakarta: Studi Kualitatif Fenomenologis Ramadhani, Farah Putri; Putra, Lovandri Dwanda; Ningtyas, Marta Lia; Sholekhah, Tsasya Ridha; Khiyarina, Addien
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2640

Abstract

This study aims to describe the implementation of gamification-based learning in Islamic Religious Education at SMK Muhammadiyah 3 Yogyakarta, focusing on Aqidah Akhlak and Al-Qur’an Hadith subjects. The research employed a descriptive qualitative method with a phenomenological approach, using interviews with the Vice Principal for ISMUBA Curriculum, two Islamic Education teachers, and learning documentation. The findings indicate that gamification was implemented through interactive quizzes, point systems, rewards, and the use of Canva as a learning medium. This approach was found to enhance students’ activeness, learning motivation, and understanding of the subject matter. Therefore, gamification-based learning can serve as an effective alternative strategy in Islamic Religious Education to create interactive, meaningful learning experiences that align with the characteristics of vocational school students.ABSTRAK Penelitian ini bertujuan mendeskripsikan implementasi pembelajaran berbasis gamifikasi pada mata pelajaran Pendidikan Agama Islam di SMK Muhammadiyah 3 Yogyakarta, khususnya pada materi Akidah Akhlak dan Al-Qur’an Hadis. Metode yang digunakan adalah kualitatif deskriptif dengan pendekatan fenomenologi melalui wawancara dengan Wakil Kepala Sekolah bidang Kurikulum ISMUBA, dua guru PAI, serta dokumentasi pembelajaran. Hasil penelitian menunjukkan bahwa gamifikasi diterapkan melalui kuis interaktif, sistem poin, pemberian reward, dan pemanfaatan media Canva. Penerapan tersebut mampu meningkatkan keaktifan, motivasi, dan pemahaman peserta didik terhadap materi pembelajaran. Dengan demikian, pembelajaran berbasis gamifikasi dapat menjadi alternatif strategi pembelajaran PAI yang efektif dalam menciptakan pembelajaran yang interaktif, bermakna, dan sesuai dengan karakteristik peserta didik di sekolah kejuruan.
Pemanfaatan Gamefikasi dalam Pembelajaran PAI Kelas V di SD Islam Terpadu (IT) Sinar Putih Yogyakarta Alzahmendhi, Alzahmendhi; Putra, Lovandri Dwanda; Naufal, Saddam Muhammad Imaduddin Mu’amar An; Fiqrullah, M. Alfiansyah; Muharom, Hafidz
Educatoria : Jurnal Ilmiah Ilmu Pendidikan Vol. 6 No. 1 (2026): January
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/educatoria.v6i1.1049

Abstract

This research is motivated by the low motivation and activeness of students in Islamic Religious Education (PAI) learning in elementary schools which are still dominated by conventional methods. This condition causes low student involvement and the learning process becomes less interesting. This study aims to describe the use of gamefication in PAI learning for grade V at Sinar Putih Integrated Islamic Elementary School (IT) Yogyakarta, including the form of application, media used, stages of implementation, and its impact on student motivation, activeness, and understanding. The study uses a qualitative approach with a descriptive type. The research subjects consisted of PAI teachers and 20 grade V students. Data collection techniques include observation, in-depth interviews, questionnaires, and documentation. Data analysis was carried out through data reduction, data presentation, and drawing conclusions, with data validity guaranteed through triangulation of sources and techniques. The research results show that gamefication was implemented through interactive quizzes, educational games, a point system, and simple rewards integrated into the opening, core, and closing stages of learning. The use of gamefication had a positive impact on increasing student motivation, engagement, and understanding of Islamic Religious Education (PAI) material. Thus, gamefication is an effective and relevant innovative learning strategy for implementation in Islamic Religious Education (PAI) teaching in elementary schools.
Implementasi Modul Digital Berbasis Problem Based Learning (PBL) dalam Meningkatkan Kemampuan Berpikir Kritis Siswa pada Mata Pelajaran PAI di SD Negeri Jetis Wistasari, Ipung; Putra, Lovandri Dwanda; Juhariah, Nonik; Rahmatullah, Khalillah Sausan; Nurrahmabillah, Firliyani
Educatoria : Jurnal Ilmiah Ilmu Pendidikan Vol. 6 No. 1 (2026): January
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/educatoria.v6i1.1058

Abstract

Education in the 21st century is expected to produce human resources equipped with competencies and skills that align with contemporary demands. Teachers play a pivotal role in integrating technology as a pedagogical tool through the use of digital-based teaching materials, methods, and media. This study aims to describe the implementation of a digital module grounded in Problem Based Learning (PBL) to enhance students’ critical thinking skills in Islamic Religious Education (IRE) at the elementary school level. Employing a descriptive qualitative approach, data were collected through interviews and subsequently analyzed systematically to ensure validity and reliability of findings. The results indicate that the application of digital modules based on PBL fosters students’ critical thinking abilities in IRE learning, while simultaneously serving as an innovative digital learning medium relevant to the challenges of the 21st century. The module’s implementation comprising video presentations, audio recordings, flipbooks, practice exercises, and integration into classroom activities proved effective as a pedagogical solution tailored to the characteristics of learning materials and the digital-native learning styles of contemporary students.
Implementasi Penggunaan Artificial Intelligence pada Pembelajaran PAI di SD Muhammadiyah Pendowoharjo Hafidz S, Muh. Abdul; Rifaldi, Muhammad Hafizh; Akbar, Alfikri Rifzatul; Sangkang, Ferdiandi Ambotuo; Putra, Lovandri Dwanda
Educatoria : Jurnal Ilmiah Ilmu Pendidikan Vol. 6 No. 1 (2026): January
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/educatoria.v6i1.1062

Abstract

This study aims to describe the implementation of Artificial Intelligence (AI) in Islamic Religious Education (PAI) learning at Muhammadiyah Pendowoharjo Elementary School. The background of the study is based on the need for PAI learning innovation that is able to adapt to the development of digital technology, but remains based on Islamic values ​​and the formation of students' religious character. The study uses a descriptive qualitative approach with primary data sources through interviews, observations, and documentation. The research subjects consisted of PAI teachers and class teachers who implemented AI-based learning. The results of the study indicate that the use of AI functions as a learning aid that supports teachers in developing teaching materials, presenting PAI materials visually and interactively, and increasing work efficiency. AI-based applications such as ChatGPT and Gemini are used in a limited and controlled manner, while still using textbooks and official sources as the main references. Teachers have a central role in controlling, verifying, and filtering information generated by AI to suit Islamic values ​​and the characteristics of elementary school students. The implementation of AI has a positive impact on student interest, motivation, and engagement, while fostering digital literacy from an early age. However, AI does not replace the role of teachers in shaping morals, etiquette, and religious character. Therefore, AI integration can be an effective learning innovation when used wisely, purposefully, and proportionally.
Pemanfaatan Modul Digital Interaktif Untuk Pembelajaran PAI Di SMP IT LHI Banguntapan Herna, Rifqi Muhammad; Rahmani, Muthiah Najiya; Putra, Lovandri Dwanda
Jurnal Penelitian Ilmu Pendidikan Indonesia Vol. 5 No. 1 (2026)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpion.v5i1.1017

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pemanfaatan modul digital interaktif dalam pembelajaran Pendidikan Agama Islam (PAI) di SMP IT LHI Banguntapan. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan jenis penelitian studi literatur dan studi lapangan. Teknik pengumpulan data dilakukan melalui observasi dan wawancara terhadap guru PAI dan siswa. Data yang diperoleh dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa modul digital interaktif dimanfaatkan secara optimal dalam pembelajaran PAI dengan mengintegrasikan berbagai fitur, seperti video edukatif, kuis interaktif, eksplorasi konten digital, serta evaluasi berbasis teknologi. Pemanfaatan modul digital interaktif memberikan dampak positif terhadap keaktifan, pemahaman, dan motivasi belajar siswa. Siswa menunjukkan respons yang sangat positif, merasa lebih senang, aktif, dan mudah memahami materi PAI dibandingkan dengan pembelajaran menggunakan modul konvensional. Selain itu, modul digital interaktif juga berkontribusi terhadap internalisasi nilai-nilai keislaman dalam kehidupan sehari-hari siswa. Meskipun terdapat beberapa kendala, seperti keterbatasan jaringan internet dan potensi distraksi, kendala tersebut tidak bersifat signifikan dan masih dapat diatasi. Dengan demikian, modul digital interaktif dinilai efektif dan layak untuk terus dikembangkan sebagai media pembelajaran PAI di tingkat Sekolah Menengah Pertama.
ANALISIS KEMAMPUAN GURU PAI DALAM MENYUSUN MODUL AJAR DI MTS Ariyansyah, Willy Adam; Jufri, Mario; Hadi, Samsul; Fiqih, Muhamad Nur; Putra, Lovandri Dwanda
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i1.9432

Abstract

The digital era and the implementation of the Merdeka Curriculum require Islamic Religious Education (PAI) teachers to be able to effectively integrate technology, pedagogy, and content through the Technological Pedagogical Content Knowledge (TPACK) framework in the preparation of teaching modules. This research aims to analyze the TPACK ability of PAI teachers at MTs Negeri 1 Bantul in developing teaching modules and to identify the challenges faced. The research method used is descriptive qualitative with a case study approach through in-depth interviews and a review of related literature. The results of the research show that PAI teachers have adequate mastery of the core components (TK, CK, PK), as evidenced by the use of digital tools such as Canva, Kahoot!, and Quizizz in the learning process. However, integrative abilities in the Technological Pedagogical Knowledge (TPK) and Technological Content Knowledge (TCK) aspects still show variation and are not evenly distributed. The main obstacles found include gaps in students' digital facilities, variations in students' technological competence, time constraints, and challenges in meaningfully integrating Islamic values into digital activities. The conclusion of this research emphasizes that TPACK ability is a crucial dynamic competence for PAI teachers to create innovative and contextual learning. Systemic support in the form of integration-based training and infrastructure strengthening is needed to optimize the quality of teaching modules in the digital era. ABSTRAK Era digital dan penerapan Kurikulum Merdeka menuntut guru Pendidikan Agama Islam (PAI) untuk mampu mengintegrasikan teknologi, pedagogi, dan konten secara efektif melalui kerangka Technological Pedagogical Content Knowledge (TPACK) dalam penyusunan modul ajar. Penelitian ini bertujuan untuk menganalisis kemampuan TPACK guru PAI di MTs Negeri 1 Bantul dalam menyusun modul ajar serta mengidentifikasi tantangan yang dihadapi. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan pendekatan studi kasus melalui wawancara mendalam dan tinjauan literatur terkait. Hasil penelitian menunjukkan bahwa guru PAI memiliki penguasaan yang memadai pada komponen inti (TK, CK, PK), yang dibuktikan dengan penggunaan perangkat digital seperti Canva, Kahoot!, dan Quizizz dalam proses pembelajaran. Namun, kemampuan integratif pada aspek Technological Pedagogical Knowledge (TPK) dan Technological Content Knowledge (TCK) masih menunjukkan variasi dan belum merata. Hambatan utama yang ditemukan meliputi kesenjangan fasilitas digital siswa, variasi kompetensi teknologi peserta didik, keterbatasan waktu, serta tantangan dalam mengintegrasikan nilai-nilai keislaman secara bermakna ke dalam aktivitas digital. Simpulan penelitian ini menegaskan bahwa kemampuan TPACK merupakan kompetensi dinamis yang krusial bagi guru PAI untuk menciptakan pembelajaran yang inovatif dan kontekstual. Diperlukan dukungan sistemik berupa pelatihan berbasis integrasi dan penguatan infrastruktur untuk mengoptimalkan kualitas modul ajar di era digital..
Analisis Penggunaan AI dalam Pembelajaran PAI dan Tantangan Guru pada Era Digital di SMA UII Yogyakarta Putri, Saukina Salsabila; Putra, Lovandri Dwanda; Rokhimah, Afifa Ummi; Nur Cahyani, Raisma Dewi; Nandayu, Restu
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2653

Abstract

The development of the digital era encourages the use of Artificial Intelligence (AI) as an innovation in learning, including in Islamic Religious Education (PAI) subjects, which have distinctive spiritual values. This study aims to analyze the use of AI in PAI learning and identify the challenges faced by teachers in the digital era at SMA UII Yogyakarta. This study used a descriptive qualitative approach with data collection through observation of the learning process, in- depth interviews with PAI teachers, and documentation of digital-based teaching tools. The results show that AI is utilized as a tool in material development, enrichment of learning resources, and learning evaluation, but its use is still limited and has not been systematically integrated into lesson planning. Teachers face challenges such as limited technological literacy, concerns about student dependence on automated systems, and ethical issues in maintaining the authenticity of religious values. Efforts undertaken include technology training, strengthening the role of teachers as primary facilitators, and strengthening religious pedagogical principles in the use of AI. This study concludes that the use of AI in PAI learning has the potential to increase learning effectiveness if balanced with teachers' digital competence and a strong commitment to upholding spiritual values as the main foundation of education.ABSTRAKPerkembangan era digital mendorong pemanfaatan Artificial Intelligence (AI) sebagai inovasi dalam pembelajaran, termasuk pada mata pelajaran Pendidikan Agama Islam (PAI) yang memiliki karakter nilai spiritual yang khas. Penelitian ini bertujuan untuk menganalisis penggunaan AI dalam pembelajaran PAI serta mengidentifikasi tantangan yang dihadapi guru pada era digital di SMA UII Yogyakarta. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan pengumpulan data melalui observasi proses pembelajaran, wawancara mendalam dengan guru PAI, dan dokumentasi perangkat ajar berbasis digital. Hasil penelitian menunjukkan bahwa AI dimanfaatkan sebagai alat bantu dalam penyusunan materi, pengayaan sumber belajar, dan evaluasi pembelajaran, namun penggunaannya masih bersifat terbatas dan belum terintegrasi secara sistematis dalam perencanaan pembelajaran. Guru menghadapi tantangan berupa keterbatasan literasi teknologi, kekhawatiran terhadap ketergantungan siswa pada sistem otomatis, serta persoalan etis dalam menjaga otentisitas nilai-nilai keagamaan. Upaya yang dilakukan meliputi pelatihan teknologi, penguatan peran guru sebagai fasilitator utama, serta peneguhan prinsip pedagogik religius dalam penggunaan AI. Penelitian ini menyimpulkan bahwa penggunaan AI dalam pembelajaran PAI memiliki potensi meningkatkan efektivitas pembelajaran apabila diimbangi dengan kompetensi digital guru dan komitmen kuat dalam menjaga nilai spiritual sebagai landasan utama pendidikan.
IMPLEMENTASI GAMIFIKASI TERHADAP HASIL BELAJAR SISWA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SMA N 1 PRAMBANAN SLEMAN Tiyas, Sucining; Putra, Lovandri Dwanda; Hamidah, Siti; Azzurha, Nazwa Widhy; Jihad, Faizah khairah; Purnama, Radhita Adystyanindra
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2642

Abstract

Islamic Religious Education (PAI) learning often faces challenges with conventional methods that are monotonous, resulting in low student motivation and active participation in class. This study aims to analyze the implementation of gamification in PAI learning and its impact on student learning outcomes at SMA Negeri 1 Prambanan Sleman. The method used in this research is qualitative descriptive, with data collection techniques through participatory observation and in-depth interviews with teachers and students. The results showed that the application of gamification, which combines digital platforms (such as Quizizz and Kahoot) and non-digital activities, was able to create an interactive, competitive, and joyful learning atmosphere. Students showed increased enthusiasm, activeness in taking notes, and better understanding of the material compared to conventional learning. It is concluded that gamification is an effective strategy to improve the quality of PAI learning processes and outcomes, although its success is still influenced by technical obstacles such as internet network stability and the availability of student devices.ABSTRAKPembelajaran Pendidikan Agama Islam (PAI) sering kali menghadapi tantangan metode konvensional yang monoton, sehingga berdampak pada rendahnya motivasi dan partisipasi aktif siswa di kelas. Penelitian ini bertujuan untuk menganalisis implementasi gamifikasi dalam pembelajaran PAI serta dampaknya terhadap hasil belajar siswa di SMA Negeri 1 Prambanan Sleman. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif, dengan teknik pengumpulan data melalui observasi dan wawancara mendalam terhadap guru dan siswa. Hasil penelitian menunjukkan bahwa penerapan gamifikasi, yang memadukan platform digital (seperti Quizizz dan Kahoot) serta aktivitas non-digital, mampu menciptakan suasana belajar yang interaktif, kompetitif, dan menyenangkan (joyful learning). Siswa menunjukkan peningkatan antusiasme, keaktifan dalam mencatat, serta pemahaman materi yang lebih baik dibandingkan pembelajaran konvensional. Disimpulkan bahwa gamifikasi merupakan strategi efektif untuk meningkatkan kualitas proses dan hasil belajar PAI, meskipun keberhasilannya masih dipengaruhi oleh kendala teknis seperti stabilitas jaringan internet dan ketersediaan perangkat siswa.
PEMANFAATAN (ARTIFICIAL INTELLIGENCE) AI; PENGEMBANGAN MODEL DIGITAL SPIRITUAL CONSTRUCTIVISM DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SMA MUHAMMADIYAH 4 YOGYAKARTA Aisyah Ali, Tria Bella; Nabila, Childan; Setiawati, Erlin Putri; Saputri, Alya Zalikhah; Putra, Lovandri Dwanda
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2656

Abstract

The use of artificial intelligence (AI) in the teaching and learning of Islamic Religious Education (PAI) is increasingly becoming a necessity in the digital era, but it must be maintained to ensure it aligns with the values of faith and morals of students. This study seeks to investigate the application of AI in PAI education at the high school level through the formulation of the Digital Spiritual Constructivism model. This model places particular emphasis on teachers' understanding, delivery methods, spiritual aspects, and ethics in the use of AI. This study used qualitative methods through in-depth interviews with PAI teachers at SMA Muhammadiyah 4 Kotagede, and the results were then analyzed thematically. The research findings indicate that AI, particularly through application-based digital learning platforms, can increase student engagement and make the learning process more efficient, especially for the digital generation. However, the use of AI has not fully integrated aspects of spiritual reflection and in-depth religious understanding. Teachers have a crucial role as facilitators in guiding the use of AI to remain in line with Islamic values, such as honesty, responsibility, and digital etiquette, and preventing the misuse of AI that could diminish students' academic honesty and religious depth. The research conclusion shows that the development of the Digital Spiritual Constructivism model must be directed by combining technology, the principles of constructivism learning, and Islamic values in a balanced manner so that AI can truly become an effective, meaningful, and spiritually based Islamic education learning tool.ABSTRAKPemanfaatan kecerdasan buatan (Artificial Intelligence/AI) dalam proses belajar mengajar Pendidikan Agama Islam (PAI) semakin menjadi kebutuhan di tengah era digital, tetapi harus tetap dijaga agar sesuai dengan nilai-nilai keimanan dan akhlak peserta didik. Penelitian ini bertujuan untuk mengkaji penggunaan AI dalam pembelajaran PAI di tingkat SMA melalui pengembangan model Digital Spiritual Constructivism. Model ini memberi perhatian khusus pada pemahaman para guru, cara penyampaian materi, aspek spiritual, serta etika dalam penggunaan AI. Penelitian ini menggunakan metode kualitatif dengan cara wawancara mendalam pada para guru PAI di SMA Muhammadiyah 4 Kotagede, lalu hasilnya dianalisis secara tematik. Temuan penelitian menunjukkan bahwa AI, terutama melalui platform pembelajaran digital berbasis aplikasi, mampu meningkatkan keterlibatan siswa dan membuat proses belajar lebih efisien, terutama bagi kalangan generasi digital. Namun, penggunaan AI belum sepenuhnya mengintegrasikan aspek refleksi spiritual dan pemahaman keagamaan yang mendalam. Para guru memiliki peran penting sebagai fasilitator untuk mengarahkan penggunaan AI agar tetap sesuai dengan nilai-nilai Islam, seperti kejujuran, tanggung jawab, dan adab digital, serta mencegah penggunaan AI secara salah yang bisa mengurangi kejujuran akademik dan kedalaman keagamaan siswa. Kesimpulan penelitian menunjukkan bahwa pengembangan model Digital Spiritual Constructivism harus diarahkan dengan menggabungkan teknologi, prinsip konstruktivisme pembelajaran, dan nilai-nilai Islam secara seimbang, agar AI benar-benar bisa menjadi sarana pembelajaran PAI yang efektif, bermakna, dan sesuai dengan nilai spiritual.
Co-Authors A., Nafisa Rahmalia Davi Afkar, Muhammad Hafiz Budi Kurniawan Afrina, Nuryah Aisyah Ali, Tria Bella Akbar, Alfikri Rifzatul Alfinda, Risa Alzahmendhi, Alzahmendhi Amanda, Meirissa Angelie, Shadeena Pasya Sefbriella Marry Annisa, Khairil Arifa, Dian Nur Ariyansyah, Willy Adam Arlinsyah, Nabilah Dwi Arriant, Yusuf Assyifaningtyas, Anggita Triana Aulia, Fajrina aulia, syafira Azahwa, Mayda Nurmala Azzurha, Nazwa Widhy Berlianti, Diah Sinta Sri Cynthia, Devi Davi A, Nafisa Rahmalia Denanda, Fiola Dewi, Julia Sindy Fatikhah, Wahyu Anisa Fenova, Dava Alvava Filianti, Filianti Fiqih, Muhamad Nur Fiqrullah, M. Alfiansyah Fitriyani, Dwiki Arista Hafidz S, Muh. Abdul Hedrina, Lusy Herna, Rifqi Muhammad Hidayat, Faqih Nur Hutami, Mutu Madya Hutami, Wuryan Idam, Devi Akita Ilmi, Dinnia Hafiza Istinawaro, Nisa Izzati, Iqlima Nurul Jati, Yasifa Bisma Jihad, Faizah khairah Jufri, Mario Juhariah, Nonik Khafi, Iqmal Khiyarina, Addien Khoiriyah Isni Komalasari Komalasari Kurnia, Afrisnaini Hanna MIFTAKHUL JANNAH Muharom, Hafidz Muzakkinnur, Muhammad Hanif Nabila, Childan Nandayu, Restu Nashuha, Aulia Brilian Naufal, Saddam Muhammad Imaduddin Mu’amar An Nauroh, Alya Nada Niarna, Iftiani Nabilah Ningtyas, Marta Lia Nugroho, Bagas Nur Cahyani, Raisma Dewi Nuril Anwar, Nuril Nurrahmabillah, Firliyani Oladia, Oladia Pangestu, Royhan Arya Pradana, Hendra Wahyu Pramesti, Ellisa Dyah pratiwi, Nurul Fitri Purnama, Delvia Dwi Purnama, Radhita Adystyanindra Putri, Jihan Karisma Putri, Saukina Salsabila Rahman, Rizky Aulia Rahmani, Muthiah Najiya Rahmatullah, Khalillah Sausan Ramadhan, M. Alam Ramadhani, Farah Putri Ridho, Fahmi Rosyad Rifaldi, Muhammad Hafizh Rizki Rahmawati, Rizki Robbi, Syifa' Inda Rokhimah, Afifa Ummi Safario, Alhafis Maulvi Sakinah, Syarifah Salihah, Adela Fianisa SALSABILA, ANNISA Salsabila, Sovia Samsul Hadi Sangkang, Ferdiandi Ambotuo Saputra, Rio Saputri, Alya Zalikhah Saputri, Oke Sentia, Eti Setiawati, Erlin Putri Shiddiq, Ahmad Jafar Shofia, Zakiatus Sholekhah, Tsasya Ridha Siswantari, Heni Siti Fatimah Siti Hamidah Suryani Suryani Suyitno Suyitno Sya'bani, Angeli Rizki Syafiqa, Ashila Najma Thasia, Anis Tiyas, Sucining Tonaminngsih, Nadia Rochmah Ulayya, Nida Umbara, Arya Dwi Wistasari, Ipung Wulan, Aulia Wuryan Yanti, Mentari Dwi Zakiya, Faza Zul’ilmi, Radifan Muhammad