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Imam Machali
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Jurnal Pendidikan Islam
Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta
ISSN : 23019166     EISSN : 23563877     DOI : https://doi.org/10.14421/jpi.2018.71.185-207
Core Subject : Education,
Other
The journal focuses its scope on the issues of Islamic Education in Southeast Asia. We invite scientists, scholars, researchers, as well as professionals in the field of Islamic Education in Southeast Asia to publish their researches in our Journal. The journal publishes high quality empirical and theoretical research covering all aspects of Islamic Education in Southeast Asia. Deradicalization of Islamic Education Philosophy of Islamic Education Islamic Education Policy Gender and Islamic Education Comparison of Islamic Education Islamic Education and Science Nusantara Islamic Education Pesantren Education Islamic Education and Social Transformation Leadership of Islamic Education Figure of Islamic Education Islamic Education Management Curriculum of Islamic Education Innovation of Islamic Education Madrasah Education
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 321 Documents
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Implementing an Android-Based Learning Management System for Islamic Religious Education in an Indonesian Vocational School Hafidz, Hafidz; Anggraini, Fadhilla Nangroe; Pambudi, Giri Wahyu; Maksum, Muh. Nur Rochim; Rabi’atul’adawiyah, Rabi’atul’adawiyah
Jurnal Pendidikan Islam Vol. 15 No. 1 (2026)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2026.151.229-240

Abstract

Purpose – This study examines how Al 'Ilmi, an Android-based learning management system, is incorporated into Islamic Religious Education (PAI) at an Indonesian vocational school and how platform acceptance is enacted in teaching practice and learner participation. Design/methodology/approach – A qualitative single-case design used interviews with 18 participants, comprising two PAI teachers, 12 students, and four school personnel, observations of six lessons, and analysis of 24 documents. Thematic analysis used the Technology Acceptance Model and Social Cognitive Theory as sensitizing perspectives. Findings – Four themes concerned the LMS as an extension of classroom teaching, perceived usefulness and ease of use, flexible study, and infrastructure and human-capacity constraints. Teachers combined classroom explanation with digital materials and practice tasks. Students valued access and opportunities to revisit content, although login assistance, unstable connectivity, and preparation workload constrained implementation. Favorable platform perceptions did not automatically produce independent learning, and the evidence did not establish sustained self-regulation or causal improvements in achievement or character. Research implications – Schools should pair platform adoption with teacher preparation, student orientation, and context-appropriate technical support. The proposed framework links technological functionality, pedagogical mediation, learner agency, Islamic value orientation, and institutional support. Its contribution is a bounded explanation of teacher-mediated digital PAI participation rather than evidence of causal effectiveness or long-term sustainability.

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