<![CDATA[Digital transformation has brought significant changes to various aspects of life, including education. The rapid development of information and communication technology encourages teachers to innovate in learning processes to make them more effective, engaging, and relevant to the characteristics of twenty-first-century learners. This study aims to analyze the transformation of Islamic Religious Education (IRE) learning in the digital era, identify teacher innovations, and describe the utilization of technology in IRE learning at SMA Islam PB Soedirman East Jakarta. This study employed a qualitative approach using a case study design. Data were collected through observation, in-depth interviews, and documentation. Research participants included the principal, vice principal for curriculum affairs, Islamic Religious Education teachers, and students. Data were analyzed using the Miles, Huberman, and Saldaña model consisting of data condensation, data display, and conclusion drawing. The findings indicate that the transformation of IRE learning is reflected in a shift toward student-centered learning, the integration of digital media into instructional activities, and the implementation of innovative teaching methods that encourage active student participation. Teachers utilize various educational technologies, including Learning Management Systems (LMS), Google Classroom, Google Forms, Canva, instructional videos, and educational social media platforms. Supporting factors include teacher competence, school leadership support, and adequate infrastructure. Inhibiting factors include varying levels of students’ digital literacy, internet connectivity issues, and limited instructional time. The study concludes that digital transformation in Islamic Religious Education learning contributes to improved learning effectiveness, increased student participation, and greater relevance of instructional content to contemporary educational needs.]]>
Copyrights © 2026
