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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Ta'dib
Rodhatul Jennah
UIN Palangka Raya
Religion Education Social Sciences Other

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Integrating Technology Acceptance and Pedagogical Deep Learning in Islamic Education: A TAM-Based Study Mazrur Mazrur; Rodhatul Jennah; Siti Norhidayah; Surawan Surawan
Ta'dib Vol 28 No 2 (2025)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v28i2.15981

Abstract

This study investigates the integration of technology acceptance and pedagogical deep learning in Islamic Religious Education (IRE), where deep learning is conceptualized as a pedagogical approach that emphasizes meaningful understanding, reflective thinking, and enjoyable engagement, rather than artificial intelligence-based deep learning. Although previous studies have extensively examined technology acceptance and deep learning independently, empirical studies integrating the Technology Acceptance Model (TAM) with pedagogical deep learning in the context of Islamic education are still limited. To address this gap, this study uses a quantitative survey design involving 321 teachers and students selected through simple random sampling from a population of 1,287 participants. Data were collected using a validated Likert scale questionnaire (Cronbach's Alpha = 0.874) and analyzed through descriptive statistics and simple linear regression using SPSS version 25. The results of the study indicate that acceptance of TAM-based learning media has a significant and positive effect on the implementation of pedagogical deep learning (R² = 0.542, t = 12.884, p <0.001), showing that 54.2% of the variance in deep learning practices is explained by technology acceptance. Descriptive analysis shows that Perceived Usefulness recorded the highest average score among TAM constructs (M = 4.26), while Meaningful Learning emerged as the most dominant dimension in pedagogical learning (M = 4.23). Theoretically, this study expands TAM by positioning technology acceptance as a driver of deep, reflective, and value-oriented pedagogical learning in Islamic education. Practically, these findings provide evidence-based guidance for educators and schools in designing technology-supported IRE that promotes meaningful, attentive, and enjoyable learning experiences.
PSIKOLOGI PENDIDIKAN ISLAM SEBAGAI PILAR PEMBENTUKAN KARAKTER ISLAMI PESERTA DIDIK Firanita Putri; Rodhatul Jennah; Hamidah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2025): Volume 12 No. 01 Maret 2026
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.10720

Abstract

Islamic Educational Psychology plays a strategic role in shaping the Islamic character of students because it views humans as beings with physical, psychological, and spiritual dimensions. This article aims to examine the concepts, roles, and strategies of Islamic Educational Psychology as a pillar in shaping the Islamic character of students. This study uses a qualitative approach with a library research method, sourced from the Qur'an, Hadith, and various scientific literature in the form of books and journals relevant to the themes of educational psychology and Islamic character education. Data collection techniques were carried out through documentation studies, while data analysis used descriptive-analytical methods. The results of the study show that Islamic Educational Psychology contributes significantly to shaping Islamic character through an understanding of the psychological development of students, the instilling of the values of monotheism, the habit of worship, the exemplary behavior of educators, individual and humanistic approaches, and the integration of Islamic values in the learning process. In addition, the role of educators as agents of character building is a key factor in instilling moral, spiritual, and social values in students. Thus, Islamic Educational Psychology can serve as a conceptual and practical foundation for shaping students who are not only intellectually superior, but also have an Islamic personality with good character and are able to face the challenges of education in the modern era.
KEPEMIMPINAN TRANSFORMASIONAL KEPALA MADRASAH DALAM MENINGKATKAN KINERJA GURU: STUDI KEPUSTAKAAN PADA PENDIDIKAN RAUDHATUL ATHFAL Khairun Nisya; Rodhatul Jennah; Hamidah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2025): Volume 12 No. 01 Maret 2026
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.10760

Abstract

Transformational leadership of madrasah principals plays a strategic role in improving the performance of Raudhatul Athfal (RA) teachers, particularly in addressing the continuously evolving challenges of early childhood education. This article aims to conceptually examine how the transformational leadership of madrasah principals contributes to the improvement of RA teachers’ performance within the context of Raudhatul Athfal education. The method employed in this study is library research, which involves reviewing various literature sources such as books, scholarly articles, and academic journals relevant to transformational leadership, madrasah management, and teacher performance. The findings indicate that transformational leadership, characterized by an inspirational vision, motivation, role modeling, and teacher empowerment, is able to enhance teachers’ professionalism, work commitment, and the quality of learning in RA. Therefore, transformational leadership of madrasah principals is an important factor in achieving sustainable improvement in the quality of RA education, particularly within the framework of Islamic education at the early childhood education level.
Co-Authors Firanita Putri Hamidah Khairun Nisya Mazrur Mazrur Siti Norhidayah Surawan Surawan