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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Ta'dib
Siti Norhidayah
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.
Dinamika Burnout Akademik pada Mahasiswa yang Bekerja Paruh Waktu: Studi Fenomenologi Tentang Konflik Peran dan Regulasi Diri Nabila Dewi Yulianti; Niswatun Al-Anah Wibowo; Siti Norhidayah; Surawan Surawan
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.12169

Abstract

Penelitian ini bertujuan untuk menganalisis dinamika burnout akademik pada mahasiswa yang bekerja paruh waktu dengan menyoroti konflik peran dan regulasi diri dalam pengalaman akademik mahasiswa. Mahasiswa yang menjalani peran ganda sebagai pelajar dan pekerja berpotensi mengalami tekanan psikologis akibat tuntutan akademik dan pekerjaan yang berlangsung secara bersamaan. Penelitian ini menggunakan pendekatan kualitatif dengan jenis fenomenologi untuk memahami pengalaman subjektif mahasiswa dalam menghadapi tekanan peran ganda tersebut. Partisipan penelitian berjumlah enam mahasiswa aktif Program Studi Pendidikan Agama Islam UIN Palangka Raya yang bekerja paruh waktu dan dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui wawancara mendalam, observasi, dan dokumentasi, kemudian dianalisis menggunakan analisis tematik fenomenologis melalui proses pengkodean, pengelompokan tema, dan interpretasi makna pengalaman partisipan. Hasil penelitian menunjukkan bahwa konflik peran antara tuntutan kuliah dan pekerjaan memicu munculnya kelelahan fisik dan emosional, penurunan motivasi belajar, serta kesulitan dalam mengatur waktu. Benturan jadwal antara aktivitas akademik dan pekerjaan menjadi salah satu pemicu utama munculnya tekanan psikologis pada mahasiswa pekerja. Namun demikian, mahasiswa juga menunjukkan berbagai strategi regulasi diri, seperti pengelolaan waktu, aktivitas coping emosional, serta pemanfaatan dukungan sosial dari keluarga dan teman untuk mempertahankan keseimbangan antara tuntutan akademik dan pekerjaan.
Co-Authors Mazrur Mazrur Nabila Dewi Yulianti Niswatun Al-Anah Wibowo Rodhatul Jennah Surawan Surawan Surawan Surawan