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All Journal IQRO: Journal of Islamic Education Referensi Islamika: Jurnal Studi Islam
Retoliah
Universitas Islam Negeri Datokarama Palu
Religion Humanities Education

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Problematika Guru PAI Dalam Menyesuaikan Gaya Belajar di SMK Negeri 1 Bungku Utara Siti Amina; Retoliah; Zuhra
IQRO: Journal of Islamic Education Vol. 8 No. 1 (2025): APRIL 2025
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v8i1.7034

Abstract

Penelitian ini mengkaji problematika guru Pendidikan Agama Islam (PAI) di SMK Negeri 1 Bungku Utara dalam mengakomodasi beragam gaya belajar peserta didik. Permasalahan utama yang dapatkan meliputi identifikasi kendala yang dihadapi guru PAI serta analisis strategi adaptif yang diterapkan untuk mengatasi variasi gaya belajar peserta didik. Menggunakan pendekatan kualitatif, data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Hasil penelitian mengindikasikan bahwa guru PAI menghadapi berbagai tantangan, termasuk keterbatasan jumlah tenaga pendidik, ketidaksesuai metode mengajar dengan gaya belajar siswa, minimnya ketersediaan media pembelajaran, dan fasilitas sekolah yang belum memadai. Sebagai respons, guru mengembangkan berbagai inisiatif strategis seperti optimalisasi proses pembelajaran, pengembangan kompetensi diri, identifikasi gaya belajar siswa melalui observasi intensif dan pendekatan afektif, penciptaan lingkungan belajar yang kondusif, serta pemanfaatan sarana prasarana yang tersedia secara maksimal. Implikasi dari studi ini menekankan bahwa keberhasilan pembelajaran PAI sangat bergantung pada komprehensifnya pemahaman guru terhadap karakteristik gaya belajar siswa, inisiatif, dan kreativitas pedagogis guru, serta dukungan penyediaan fasilitas, program pelatihan berkelanjutan, serta sebagai upaya meningkatkan kualitas proses belajar-mengajar melalui pengembangan kurikulum yang responsif terhadap gaya belajar
DIGITAL AND TECHNOLOGY-ENHANCED LEARNING IN ISLAMIC RELIGIOUS EDUCATION: A SYSTEMATIC LITERATURE REVIEW OF PEDAGOGICAL OUTCOMES, MECHANISMS, AND EVIDENCE STRENGTH Retoliah; Fitri Ariati; Atna Akhiryani
Referensi Islamika: Jurnal Studi Islam Vol. 4 No. 3 (2026): JUNE
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/ri.v4i3.747

Abstract

This systematic literature review examines the reported pedagogical outcomes and evidence strength of digital and technology-enhanced learning in Islamic Religious Education (IRE), with particular attention to how digital interventions operate across educational contexts, mechanisms, and outcomes. Using PRISMA procedures, this study reviewed Scopus-indexed articles published between 2018 and 2025. Forty-three studies meeting the inclusion criteria were synthesized through the CIMO framework, covering Context, Intervention, Mechanism, and Outcome. The studies generally reported promising short-term improvements in cognitive achievement, reflective thinking, interpretation literacy, worship-related motivation, learner engagement, teacher TPACK, and digital competence. However, because many included studies used short-term interventions, self-reported data, or designs with limited control of confounding variables, these findings should be interpreted as indicative rather than conclusive evidence of sustained pedagogical effectiveness. The findings are limited by the dominance of short-term studies, self-reported data, and Scopus-based coverage, which may underrepresent regional and non-indexed scholarship. This review contributes a CIMO-based synthesis of digital IRE and identifies TPACK+E, digital tabayyun, and scholarly oversight of AI as conceptual directions emerging from patterns across the reviewed studies for ethically grounded Islamic digital pedagogy.
Co-Authors Atna Akhiryani Fitri Ariati Siti Amina