INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24043
Vol.
No.
1 (June 2.
The Utilization of Augmented Reality in PAI Learning Based on Cognitive Theory Iflah Ulvya1.
Umi Kalsum2*.
Zulhijra3.
Ermis Suryana4 Universitas Islam Negeri Raden Fatah Palembang 1, *2, 3, 4 email: ulvyaiflah@gmail.
email: umik05392@gmail.
email: zulhijra_uin@radenfatah.
email: ermissuryana_uin@radenfatah.
Abstract This study aims to explore the potential utilisation of Augmented Reality technology in Islamic learning, especially Islamic Religious Education (PAI).
With a cognitivistic theory approach, the use of Augmented Reality.
This research method uses the type of field research (Field Researc.
While the approach in research using a qualitative approach.
The subjects in this study were Islamic Religious Education teachers and students of Tahfidz Hanifah house.
Rumah Tahfidz Hanifah was chosen as the research location because it is an Islamic education institution that has a good reputation in Islamic Education learning.
The results of this study show several benefits including: .
the use of Augmented Realty (AR) as a technology that combines two or three-dimensional objects in real time such as students can see visualisation of religious materials such as ka'bah, historical mosques or simulation of prayer movements in 3D.
Learning outcomes in using Augmented Realty (AR) media based on cognitive theory can foster student learning motivation.
Augmented Realty (AR) media can provide space for students or santri to imagine so as to improve cognitive learning outcomes which include aspects of remembering, understanding, applying and Keywords Artikel Info Received:
March 15, 2025 Revised:
April 26, 2025 Accepted:
May 22, 2025 Published:
June 10, 2025 : Augmented Reality.
PAI.
Cognitive.
Abstrak Penelitian ini bertujuan untuk menggali potensi pemanfaatan teknologi Augmented Reality dalam pembelajaran Agama Islam, khususnya Pendidikan Agama Islam (PAI).
Dengan pendekatan teori kognitivistik, penggunaan Augmented Reality.
Metode penelitian ini menggunakan jenis penelitian lapangan (Field Researc.
Sedangkan Pendekatan dalam This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24043
Vol.
No.
1 (June 2.
penelitian menggunakan pendekatan kualitatif.
Adapun subjek dalam penelitian ini guru Pendidikan Agama Islam dan peserta didik rumah Tahfidz Hanifah.
Rumah Tahfidz Hanifah dipilih sebagai lokasi penelitian karena merupakan lembaga pendidikan agama Islam yang memiliki reputasi baik dalam pembelajaran PAI.
Hasil penelitian ini menunjukkan beberapa manfaat diantaranya: .
penggunaan Augmented Realty (AR) sebagai suatu teknologi yang menggabungkan objek dua atau tiga dimensi dalam waktu yang nyata seperti siswa dapat melihat visualisasi materi agama seperti kaAobah,masjid bersejarah atau simulasi gerakan sholat dalam bentuk 3D.
Hasil belajar dalam menggunakan media Augmented Realty (AR) berbasis teori kognivistik yaitu dapat menumbuhkan motivasi belajar peserta didik.
Media Augmented Realty (AR) dapat memberikan ruang siswa atau santri untuk berimajinasi sehingga mampu meningkatkan hasil belajar kognitif yang meliputi aspek dalam mengingat, memahami, menerapkan dan menganalisis.
Kata Kunci : Augmented Realty.
PAI.
Kognivistik.
Introduction Education serves as an effort to efficiency in improve well-being and shape human The technology applied in Education has a significant impact on human well-being.
With the reality (AR).
Augmented Reality (AR) is rapid advancement of technology today, a medium that integrates elements from the learning process can be conducted in the virtual world with aspects of the real a more active and interactive manner.
teacher needs to have the ability to adapt Learning media functions as a and create new approaches in the learning process (Ngalim Purwanto, learning processand thereby enhancing The purpose of this is to prevent student boredom with the ongoing Learning media plays an important role learning activities.
The learning process behavior, supporting their imagination to making them inseparable.
There are This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24043
Vol.
No.
1 (June 2.
fostering a spirit of learning (Wulandari Augmented Reality (AR) technology et al.
, 2.
Therefore, to start makes two-dimensional objects that education, they need to be introduced to were previously unreal seem real and various media that not only have one blend with their surroundings.
element in the learning process but also Learning contain other elements that can develop students do after the learning process.
students' imagination.
Behavior can change based on what is Learning (Sajidan, channel for conveying messages and Cognitive learning outcomes, according capturing students' thoughts, attention, to Pranoto, .
, are behaviors that and desires to initiate the learning process on their own (Sapriyah, 2.
Behavioral According to (Setyansah et al.
, 2.
there are two types of learning media:
aspects of cognitive domain abilities, digital and non-digital.
Digital media requires devices such as smartphones, .
, .
C5 .
, and C5 Non-digital .
, .
, media, on the other hand, require the role .
outcomes are measured with the aim of environment as their tools.
Currently, obtaining an accurate picture of the digital media based on augmented reality components of cognitive abilities.
(AR) is still underutilized by teachers Cognitive According Indah due to their understanding and the another reason why measuring cognitive limitations of AR facilities.
learning outcomes is very important is as According to Pasande & Hakim a way to improve student achievement or .
, augmented reality (AR) media is According to the information a type of media that integrates images, above, qualitative research examining videos, audio, and text into the real the impact of augmented reality (AR) on In other words, augmented cognitive learning outcomes has not yet reality (AR) media gives students the opportunity to experience what they see.
research is needed on the impact of This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
Therefore.
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24043
Vol.
No.
1 (June 2.
augmented reality (AR) on cognitive usage, and examples learning outcomes.
learning materials.
All Methods This study employs field research examined using the Miles and Huberman qualitative analysis model, which has The research was conducted three steps: data reduction .
icking out directly at Rumah Tahfidz Hanifah, an important informatio.
, data presentation Islamic educational institution that is .
rranging the data into stories or chart.
Religious and making conclusions based on the Educatio.
and open to the use of patterns or results that come up during the research (Denzin & Linconl, 2.
PAI
of AR-based (Islamic The consist of Islamic Religious Education teachers and students participating in the teaching and learning activities at the The researchers conducted direct observations of the learning process using augmented reality (AR) media, such as the visualization of the Ka'bah, 3D simulations of prayer movements, and the introduction of historical places in Islam.
In addition, in-depth interviews understand their goals and methods in integrating AR into PAI materials, as well as with students to explore their responses, understanding, and learning Result and Discussion This research aims to explore the utilization of augmented reality (AR) Islamic education (PAI) learning at Rumah Tahfidz Hanifah, using a cognitive theory approach.
The findings from observations, interviews, and documents showed that AR greatly helps improve the quality of learning by making it religious concepts and keeping them more engaged, which also boosts their cognitive learning results.
The researcher also collected Visualization of More Concrete and Engaging Material learning activities, videos of AR media technology allows PAI previously abstract, in a more contextual.
This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24043
Vol.
No.
1 (June 2.
objectives and the material to be learned.
For example, in the material on then directs the students to activate the the procedures of the Hajj pilgrimage.
AR application.
The teacher uses AR students can directly see the sequence media to display content like the and important locations such as the movements of ablution, prayer, or Ka'bah, the hills of Safa and Marwah, simulations of historical places in Islam.
Muzdalifah, and the stoning of the devil .
Students are given time to explore in Mina in 3D form.
AR content independently or in groups.
This conventional learning that relies solely on textbooks or static images.
According to the results of the interview with the teacher, students appeared more focused viewing the visualization of the Ka'bah that could be rotated, enlarged, and viewed from various angles.
Stages of Learning Implementing The teacher acts as a facilitator by provoking questions.
For example, the teacher asks, "Why is the Ka'bah the direction of prayer?" or "What is the meaning of each prayer movement you see in the app?".
At the end of the session, the teacher gives a quiz or reflective discussion to evaluate the students' understanding.
Some teachers project-based assessments, such as creating short There are four main stages to the videos using AR to explain the pillars of application of AR technology in learning Islam.
(Fauzan et al.
, 2.
: .
The teacher designs a lesson plan (RPP) that integrates AR media with teaching The teacher also selects AR applications such as 3D Salat Guide.
Muslim
AR,
custom-made application designed to introduce the procedures of worship.
During the lesson, the teacher first explains the This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
Improvement of Cognitive Learning Outcomes Through a cognitive approach.
AR has been proven to aid the process of knowledge internalization Dessye et al .
Students can remember (C.
movements or the names of places in the INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24043
Vol.
No.
1 (June 2.
Understanding (C.
Based on observations, students are Explaining the function and meaning of each pillar of Islam.
Applying (C.
discussing, and even suggesting ideas for Demonstrating The perform ablution or prayer according to learning environment has become more dynamic and enjoyable.
Analyzing (C.
Comparing correct and incorrect worship This shows that AR not only practices based on their observations serves as an auxiliary medium but also from the AR application.
as a cognitive and affective stimulus in the learning process.
Challenges Solutions Implementation Although it has a positive impact, the implementation of AR also faces several challenges, such as limited devices .
ot all students have smartphone.
, unstable internet connections, and the need for Figure 1.
Implementation of Augmented Reality in PAI Learning Based on Cognitive theory.
(Source:
Rumah Tahfiz Hanifa.
The results of the interviews with the students show that most of them find it easier to understand the material through visualization and feel more confident in recalling the PAI material that has been taught.
Increase in Motivation and Active Participation Students' motivation to learn has also increased (Susilowati et al.
, 2.
This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
teacher training to become proficient in using AR applications.
However.
Rumah Tahfidz Hanifah obstacles by providing devices on a rotating basis and offering brief training sessions for teachers.
We recommend technology developers as a strategy moving forward.
Relevance to Cognitive Theory The results of this research support the basic principles of cognitive theory, which state that effective learning occurs INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24043
Vol.
No.
1 (June 2.
when students are actively engaged in their active participation in learning mental processes, such as organizing.
From a cognitive perspective, structuring, and connecting information.
AR has been proven to support AR helps students form strong mental students' learning outcomes, especially representations, making learning more understanding, applying, and analyzing This supports the processes of assimilation learning materials.
and accommodation in the formation of new schemata.
These results align with the principles of cognitive theory, which emphasize the importance of visual and Conclusion Based on the research conducted at Rumah Tahfidz Hanifah, it can be augmented reality (AR) technology in Islamic
(PAI)
learning has a significant positive impact on the learning process and outcomes of students.
can see and interact with religious dimensional visualizations, such as the Ka'bah.
However, the implementation of AR also faces several challenges, such as limited devices and the need for teacher training, but these can be overcome with adequate facilities and training.
Overall.
AR is an innovative and effective learning medium to be applied Through AR technology, students in PAI education, and it can serve as a solution to provide more engaging, contextual, and impactful learning for simulations of prayer movements.
Such an approach makes the material, which Denzin.
, & Linconl.
The SAGE Handbook Qualitative Research.
SAGE
Publications.
was previously abstract, more concrete and easier to understand.
In addition, the use of AR can enhance students' learning motivation, as seen by their enthusiasm for following lessons and This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
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