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JURNAL ILMIAH PEURADEUN
The Indonesian Journal of the Social Sciences p-ISSN: 2338-8617/ e-ISSN: 2443-2067 Vol.
No.
May 2025 Pages: 959-986 Enhancing Islamic Education through Technology Integration: A Study of Teaching Practices in Indonesia Hariman Surya Siregar1.
Nurhamzah2.
Munir3.
Miftahul Fikri4 1,2,4Universitas Islam Negeri Sunan Gunung Djati Bandung.
Indonesia 3Direktorat Jenderal Pendidikan Islam.
Kementerian Agama Republik Indonesia.
Indonesia Article in Jurnal Ilmiah Peuradeun Available at :
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Jurnal Ilmiah Peuradeun | Copyright A 2025, is licensed under a CC-BY-SA Jurnal Ilmiah Peuradeun The Indonesian Journal of the Social Sciences doi: 10.
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Pages: 959-986
ENHANCING ISLAMIC EDUCATION THROUGH TECHNOLOGY
INTEGRATION: A STUDY OF TEACHING PRACTICES
IN INDONESIA
Hariman Surya Siregar1.
Nurhamzah2.
Munir3.
Miftahul Fikri4 1,2,4Universitas Islam Negeri Sunan Gunung Djati Bandung.
Indonesia 3Direktorat Jenderal Pendidikan Islam.
Kementerian Agama Republik Indonesia.
Indonesia 1Correspondence Email: harimansuryasiregar@uinsgd.
Received: August 30, 2024 Accepted: April 30, 2025 Published: May 30, 2025 Article Url: https://journal.
org/index.
php/jipeuradeun/article/view/1875 Abstract The integration of technology in education presents both opportunities and challenges, particularly in the context of Islamic education, where maintaining pedagogical effectiveness while embracing digital tools remains a key concern.
This study aims to analyze technology integration in Islamic education, explore educatorsAo strategies to enhance student engagement and understanding, and identify challenges and opportunities related to technology use, including artificial intelligence and social media, to optimize digital-based learning.
Employing a quantitative cross-sectional survey design, the study collected data from 11,372 Islamic education teachers across Indonesia, following a pilot phase involving 569 teachers.
The findings indicate a generally positive reception of technology integration, with a high overall average response .
, demonstrating its perceived effectiveness in supporting student engagement and comprehension.
Key recommendations include enhancing teacher training programs, improving technological infrastructure, and adopting a balanced pedagogical approach to optimize educational outcomes.
Keywords: Integration.
Islamic Education.
Practices.
Teaching.
Technology.
p-ISSN: 2338-8617 | e-ISSN: 2443-2067 JIP-The Indonesian Journal of the Social Sciences .
p-ISSN: 2338-8617 Vol.
No.
May 2025 e-ISSN: 2443-2067 Introduction Islamic education is changing to suit the needs of the times, and technology plays a vital role in that transformation (Harmathilda et al.
, 2.
Technology is useful in education because it can provide content that suits studentsAo individual learning needs (Mayor et al.
, 2.
Digital content is provided by integrating digital tools and pedagogical approaches for flexible and interactive learning.
This shift provides opportunities for more personalized learning experiences through Islamic educational applications, video tutorials, infographics, and interactive quizzes (Hartati et al.
, 2.
Digital technology in the classroom refers to various software and gadgets designed to help students with specific accessibility needs.
Educational technology saves time and effort by automating tasks such as attendance and monitoring student performance (Haleem et al.
, 2.
Technology integration is increasingly being used in teaching to improve teaching and learning.
The rapid development of technology integration has introduced better patterns for finding innovative teaching models (Cherkasova et al.
, 2.
One of the integrations of technology in the study of religion is the application of simulation and gamification.
religious studies, technology enables experiential learning, increasing student engagement and understanding.
Additionally, technological advances allow real-time assessment and feedback, optimizing the evaluation process (Siregar et al.
, 2.
The use of technology has positive and negative impacts.
Therefore, collaboration between various stakeholders is needed to maximize benefits and minimize shortcomings.
The role of innovation in technology-based learning is critical to ensure that technology is utilized optimally and comprehensively (Ambarwati et al.
, 2.
One of the stakeholders in technology integration in learning is the Educators have a role in effectively adapting and combining technology in teaching methods.
Teachers must ensure that digital tools not only replace, but also strengthen teaching through pedagogical strategies.
Technology integration requires training, institutional support, and digital classroom .
JIP-The Indonesian Journal of the Social Sciences Enhancing Islamic Education through Technology Integration: A Study of Teaching Practices Hariman Surya Siregar et al.
management to prevent misuse (Kholifah, 2.
Without adequate preparation, technology can hinder rather than enhance the learning Integrating information technology significantly improves teachersAo digital skills, enhancing learning quality.
Teachers experience increased proficiency in operating learning software, using e-learning platforms, and utilizing social media for educational purposes (Dahmayanti & Nurmila, 2024.
Mesran et al.
, 2.
In the digital era, utilizing social media networks as a means of interaction is also an effective strategy.
Social media, such as discussion groups and communication applications, expand learning and enable interaction outside the classroom.
Social media can increase student engagement by offering a space to ask questions, share ideas, and collaborate virtually.
Finally, efforts to encourage students to engage effectively in learning require a motivational and inspirational approach.
Teachers need to create a supportive learning environment, provide feedback, and show concern for each studentAos progress (Maulia, 2.
With the right approach and technology, teachers can increase student participation and learning outcomes.
Teachers who play an important role in technology integration should ideally have implemented technology-based learning.
However, research examining the application of technology by teachers has not been widely discussed.
Many studies acknowledge the benefits of technology, but few discuss its impact on understanding Islamic teachings (Siregar.
Specific challenges and strategies for its effective integration in Islamic education remain underexplored (Elbanna & Muthoifin, 2024.
Mala & Hunaida, 2.
There is also a gap in research regarding the alignment between technological advances and traditional methodologies of Islamic pedagogy (Isaeva et al.
, 2.
Some research has assessed how technology improves understanding of the Al-QurAoan and Hadith (Helandri & Supriadi, 2.
However, the learning practices used by teachers still require further exploration.
How teachers implement learning innovations that integrate with technology still needs to be JIP-The Indonesian Journal of the Social Sciences .
p-ISSN: 2338-8617 Vol.
No.
May 2025 e-ISSN: 2443-2067 It is also necessary to examine their alignment with Islamic values and balance with modern principles.
Based on the background, this study evaluates how teaching practices are applied in modern education.
It focuses primarily on student motivation, content delivery, and classroom management.
This study also analyzes technology integration in Islamic education and practical solutions for its use.
It examines the strategies used by educators to implement opportunities in using technology, including AI and social media.
This aims to optimize digital-based learning in Islamic education.
This study offers a relatively new approach by combining the evaluation of traditional teaching practices with the integration of modern The novelty of this research is identifying the synergy between tradition and technology in education.
While much research explores technology in education, this study focuses on traditional teaching It also assesses how technology can enhance teaching practices in the digital era.
The findings of this study provide recommendations for educators and policymakers both nationally and internationally.
Method This study employed a quantitative approach with a cross-sectional survey design to collect data at one point (Creswell, 2012.
Wang & Cheng.
The design examined specific population characteristics, focusing on technology integration in Islamic education (Creswell, 2.
Crosectional studies offer efficiency, cost-effectiveness, and key insights for future research directions (Wang & Cheng, 2.
Participants were selected based on clear criteria to ensure relevance to the research objectives.
Stratified random sampling ensured balanced representation across different regions, educational levels, and teaching experiences.
Survey participants were drawn from diverse regions in Indonesia, considering gender, age, and school type.
During the pilot phase, 569 teachers participated, followed by 11,372 teachers in the main survey.
The .
JIP-The Indonesian Journal of the Social Sciences Enhancing Islamic Education through Technology Integration: A Study of Teaching Practices Hariman Surya Siregar et al.
sample size ensured representation with a 95% confidence level and a 5% margin of error (Gill & Johnson, 2010.
Krejcie & Morgan, 1.
The research instrument was systematically developed and guided by the TPACK Each questionnaire item aligned with technological, pedagogical, and content knowledge components relevant to Islamic education.
Content validity was established through expert questionnaire reviews for clarity, appropriateness, and relevance.
Pilot testing identified comprehension difficulties and assessed instrument reliability using CronbachAos Alpha and factor analysis.
Fourteen out of fifteen items were valid, yielding a CronbachAos Alpha of 0.
929, indicating excellent reliability.
Inferential analysis involved One-Way ANOVA and Tukey HSD to assess group differences.
Assumptions of normality and variance homogeneity were tested to validate the inferential results.
Fundamental characteristics and technology integration trends among respondents.
Data interpretation systematically mapped statistical outcomes onto the TPACK framework for contextual relevance.
Data cleaning addressed missing values and outliers through appropriate imputation or exclusion methods.
Although quantitative research captures broad trends, it often misses deeper meanings in Islamic education.
To address this limitation, the discussion section provides a more nuanced interpretation of the findings.
Results and Discussion The following section presents the research findings, which provide a comprehensive analysis of learning Islamic religious education using artificial intelligence.
Results Demographic characteristics Data was collected by administering a questionnaire to participants.
The gathered data includes various characteristics.
Table 1 presents the participantsAo demographics as follows.
JIP-The Indonesian Journal of the Social Sciences .
p-ISSN: 2338-8617 Vol.
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May 2025 e-ISSN: 2443-2067 Table 1.
Demographics of participants Demographic Characteristics Gender
Male
Female Age
<30
>51
Region Aceh Bali Banten Bengkulu DI Yogyakarta DKI Jakarta Gorontalo Jambi Jawa Barat Jawa Tengah Jawa Timur Kalimantan Barat Kalimantan Selatan Kalimantan Tengah Kalimantan Timur Kalimantan Utara Kepulauan Bangka Belitung Kepulauan Riau Lampung Nusa Tenggara Barat Nusa Tenggara Timur Papua Barat Riau Sulawesi Barat Sulawesi Selatan Sulawesi Tengah Sulawesi Tenggara Sulawesi Utara Sumatera Barat Sumatera Selatan Sumatera Utara Level .
JIP-The Indonesian Journal of the Social Sciences Total
Percent
36,265
63,735
14,694
55,346
26,583
3,377
3,406
0,009
1,167
1,545
0,860
0,009
1,009
3,695
20,495
17,853
6,969
0,009
3,660
0,693
1,668
0,518
0,334
3,537
2,019
1,088
0,026
0,360
2,818
0,079
10,261
1,413
0,500
0,518
6,952
2,045
4,301
Enhancing Islamic Education through Technology Integration: A Study of Teaching Practices Hariman Surya Siregar et al.
Demographic Characteristics Kindergarten
Elementary School
Middle School
High School
Total
Percent
0,660
75,000
15,793
8,547
Based on Table 1, the survey participants were mostly female, 74%, while males comprised 36.
The average age was 37 years, with 55.
35% of participants in the 31-40 age range.
Participants were drawn from 31 out of 38 regions in Indonesia, with the highest representation from West Java (Jawa Bara.
at 2,335 participants, or 20.
Most participants, 8,529 or 75%, were from the Elementary School level.
Results of descriptive statistical analysis Descriptive statistical analysis was conducted to determine the total number, mean, and standard deviation for each item, as shown in Table 2 below.
Table 2.
Descriptive statistics Item Item01 Item02 Item03 Item04 Item05 Item06 Item07 Item08 Item09 Item10 Item11 Item12 Item13 Item14 Sum Mean Std.
Deviation Variance The data from Table 2 reveals that the item with the highest average score is Item 01, with an average of 4.
6818, indicating that respondents strongly agree with the statement in this item.
This is followed closely by Item 02 .
and Item 08 .
, which also reflect a high level of JIP-The Indonesian Journal of the Social Sciences .
p-ISSN: 2338-8617 Vol.
No.
May 2025 e-ISSN: 2443-2067 On the other hand.
Item 14 has the lowest average score at 9992, which still falls within the AuagreeAy range but shows greater variability in respondentsAo agreement compared to the other items.
Standard deviation measures how spread out the responses are from the average.
Item 14 has the highest standard deviation .
indicating more variation in respondentsAo answers.
Conversely.
Item 08 has the lowest standard deviation .
, suggesting that respondentsAo answers are more consistent.
Variance, the square of the standard deviation, is highest for Item 14 .
and lowest for Item 08 .
Results of frequency analysis Overall, the data indicate that most respondents generally agree or strongly agree with the statements in the questionnaire, particularly with Items 01 through 08.
However, there is some variation in responses for specific items, especially Item 14, which may require further investigation or a more in-depth explanation.
This insight helps understand respondentsAo views and attitudes toward the topic measured by each item.
As illustrated in Table 3, the frequency distribution per item provides additional details on the collected data.
Table 3.
Frequency analysis Item Motivation provided to students at the beginning of the Lesson content is accordance with the learning objectives.
Learning systematically to ensure Lessons are started Strongly Agree
,32%)
Agree Netral Disagree .
,73%) .
,5%) .
,71%) .
,88%) .
,09%) .
,57% .
,76%) 80 .
,7%) .
,17%) .
,5%)
,94%
,73%)
,67%)
,63%)
JIP-The Indonesian Journal of the Social Sciences Strongly Disagree 84 .
,74%) Enhancing Islamic Education through Technology Integration: A Study of Teaching Practices Hariman Surya Siregar et al.
Item within the allocated Opportunities are given to students who have not yet understood the material to ask questions and discuss.
Teaching approaches are applied according to the characteristics of each student.
Lessons closing steps.
Efforts are made to ensure students actively participate in the learning process.
Engaging questions are designed to enhance student Various assessment strategies are developed to measure student learning outcomes.
Personal data security is understood and Learning procedures are communicated before the lesson
Student
Strongly Agree
,64%)
Agree Netral Disagree Strongly Disagree .
,47%) .
,58% .
,68%) .
,86%) .
,94%) .
,92% .
,69%) 66 .
,58%) .
,15%) .
,48%)
,8%)
,98%)
,58%)
,1%)
,01%)
,4%)
,91%)
,57%)
,69%)
,48%)
,65%
,69%)
,48%)
,84%)
,04%)
,86%
,8%)
,47%)
,86%)
,72%)
,89%
,06%)
,47%)
,58%)
,33%)
,14%)
,67%)
,52%)
,5%)
,28
,9%
,4%)
,69%)
,1%)
,54%)
,38%)
,97%)
JIP-The Indonesian Journal of the Social Sciences .
p-ISSN: 2338-8617 Vol.
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May 2025 Item Social media networks effective interaction with students.
e-ISSN: 2443-2067
Strongly Agree
,44%)
Agree Netral Disagree .
,58%) .
,28 .
,86%) Strongly Disagree .
,84%) Based on Table 3, the study results indicate a strong commitment among participants to student motivation and engagement practices.
Specifically, 76.
3% of participants consistently motivated the learning Similarly, 69.
7% regularly ensured active student involvement throughout learning activities.
Moreover, 57.
8% of participants consistently employed engaging trigger questions to stimulate student participation.
Thus, fostering motivation and engagement is central to participantsAo teaching strategies.
However, the slightly lower use of trigger questions suggests opportunities for enhancing classroom interaction techniques.
In addition to motivation and engagement, the results demonstrate systematic instructional planning and delivery approaches.
Specifically, 9% of participants consistently aligned instructional content with clearly defined learning objectives.
Moreover, 65.
2% organized teaching materials systematically, ensuring coherence and instructional flow.
Similarly, 66.
adhered strictly to scheduled lesson times, reflecting discipline in instructional time management.
Additionally, 69.
9% gave students sufficient time to comprehend the presented materials.
However, only 1% consistently concluded lessons with structured closing activities.
This pattern suggests a strong pedagogical framework, although lesson summarization practices may require further reinforcement.
Parallel to these findings, though at relatively moderate levels, differentiated instruction practices were also observed.
Specifically, 54.
accommodate diverse student characteristics.
While this demonstrates a substantial commitment to student-centered learning, the figure remains lower than in other areas.
Thus, differentiated instruction represents a potential area for professional development and pedagogical growth.
JIP-The Indonesian Journal of the Social Sciences Enhancing Islamic Education through Technology Integration: A Study of Teaching Practices Hariman Surya Siregar et al.
Similarly, assessment practices reveal a comparable trend in participant behavior and commitment.
9% consistently employed diverse strategies to measure student learning outcomes.
Although a majority values varied assessment methods, the widespread adoption of innovative strategies remains limited.
These findings suggest that assessment practices, while recognized, require continued pedagogical attention and enhancement.
Finally, in the domain of technology integration and digital literacy, substantial variation among participants was evident.
Only 48.
consistently informed students about the technical aspects of the learning Similarly, 42.
1% regularly analyzed student characteristics before applying artificial intelligence applications.
Furthermore, only 35.
consistently used social media platforms to communicate with students.
Additionally, 43.
6% demonstrated consistent awareness regarding personal data protection practices.
Thus, while technology adoption is increasing, critical competencies in this area remain underdeveloped for many Although the majority of participants demonstrated a strong commitment to core teaching practices, notably high percentages in motivation, instructional planning, and content delivery, the lower scores in certain items offer important academic implications.
First, the relatively lower consistent use of social media .
4%) for communication with students suggests a gap in digital communication competence among educators.
This finding is significant in light of increasing expectations for technology-mediated learning environments.
The low adoption rate may reflect concerns about maintaining professionalism, data privacy issues, or limited digital literacy skills among teachers, which require further professional development initiatives.
Second, the lower levels of data protection awareness .
highlight a critical concern regarding ethical responsibilities in digital As educational activities increasingly rely on digital platforms, studentsAo The JIP-The Indonesian Journal of the Social Sciences .
p-ISSN: 2338-8617 Vol.
No.
May 2025 e-ISSN: 2443-2067 insufficient awareness among participants suggests that training on data security and ethical digital practices should be prioritized in teacher professional development programs.
Third, the relatively moderate percentage of participants .
who consistently analyzed studentsAo characteristics before implementing artificial intelligence (AI) applications points to another meaningful academic implication.
It suggests that while educators may adopt AI tools, they may lack sufficient critical reflection regarding the personalization of Effective AI integration requires technical skills and a deep understanding of individual learner needs, reinforcing the need for targeted pedagogical training in AI-informed education.
These findings collectively suggest that while foundational teaching practices are well-established among participants, there are critical gaps in digital literacy, ethical technology use, and differentiated digital pedagogy.
Addressing these gaps would not only enhance current teaching practices but also align them more closely with contemporary educational demands.
Descriptive statistical analysis confirms that the research data have an appropriate distribution, accurate measurements, and relevant variation.
These results allow for reliable data interpretation of trends, patterns, and relationships, supporting strong decision-making in the research context.
Thus, further analysis based on this data is reliable and can support strong conclusions and evidence-based decisions.
Additionally, a one-way ANOVA and TukeyAos Honest Significant Difference (HSD) Post Hoc test were conducted to assess whether the observed differences are statistically significant, as shown in Table 4.
Table 4.
ANOVA with TukeyAos test for noadditivity Within People Between People Between Items Residual Nonadditivity Balance Sum of Squares .
JIP-The Indonesian Journal of the Social Sciences Mean Square Sig Enhancing Islamic Education through Technology Integration: A Study of Teaching Practices Hariman Surya Siregar et al.
Total Total Sum of Squares Mean Square Sig Total Grand Mean = 4.
TukeyAos estimate of power to which observations must be raised to achieve additivity = .
Data from Table 4 reveals that AuBetween PeopleAy shows variation among respondents, highlighting how individual differences affect survey results, with significant variation observed.
AuWithin PeopleAy data indicates that variations between items show substantial differences in respondentsAo responses to different items.
The high F-value .
and very small significance value (Sig = .
indicate that the differences between items are statistically significant.
Nonadditivity residual data show that nonadditivity, or deviations from additive effects, is not significant (Sig = .
, meaning the additive assumption in this model is acceptable.
Balance data indicates that residual variation shows unexplained variation not accounted for by the model.
TukeyAos power estimation required for observations to achieve additivity is 0.
651, indicating how much data must be changed to meet the additive assumption.
This analysis demonstrates significant variation among survey items, meaning respondents provide different responses for each item.
However, no significant deviation from the additive assumption suggests that the model used adequately describes the data.
The overall high average .
indicates a general tendency for respondents to provide positive feedback.
Discussion Technology makes a significant contribution to learning.
Findings show motivation goes beyond attention and underpins meaningful.
Proper integration can increase the attractiveness of the material and strengthen JIP-The Indonesian Journal of the Social Sciences .
p-ISSN: 2338-8617 Vol.
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May 2025 e-ISSN: 2443-2067 studentsAo interest in learning.
Through this approach, teachers not only deliver content but also facilitate an adaptive and inspiring learning When technology is incorporated into the learning process, students are more motivated and able to understand the material more effectively (Lawrence & Tar, 2.
The effectiveness of digital learning depends on the synergy of pedagogy and technology used reflectively by The right approach can create deeper student involvement and A comprehensive understanding of student learning outcomes is to assess student achievement.
Not only focusing on evaluating the final results, but also on the learning process.
When technology is incorporated into learning, it captures studentsAo attention effectively.
It also facilitates a more profound and more enjoyable learning experience.
Technology can potentially increase student motivation and strengthen their understanding of the material.
Technology enables more active, effective student engagement than traditional learning methods can provide (Lawrence & Tar, 2.
Deep understanding is part of the learning goal.
Designing and delivering targeted content is an important practice in ensuring the effectiveness of the learning process.
Platforms like LMS and cloud allow teachers to create structured and flexible materials according to learning The right digital materials support studentsAo independent access anytime, anywhere, and according to their learning style.
Digital materials are easier to access and understand than traditional methods, enhancing technology-integrated learning.
(Kumar et al.
, 2021.
Suharsiwi et al.
, 2.
This achievement through enjoyable learning experiences.
Learning materials arranged systematically in the teaching process The systematization of material is becoming increasingly important in the technology-based learning environment.
Technology not only provides visual and interactive tools but also enables more organized content .
JIP-The Indonesian Journal of the Social Sciences Enhancing Islamic Education through Technology Integration: A Study of Teaching Practices Hariman Surya Siregar et al.
The use of technology in teaching practice has been proven to increase learning effectiveness significantly.
Technology has changed the tools available and how teaching is conducted in the classroom (Ayanwale et al.
, 2.
Teachers who master content, pedagogy, and technology can measurably increase the effectiveness of Islamic Education learning (Halimatussakdiah et al.
, 2.
This balance is important to achieve learning goals on time.
Teachers who consistently maintain lesson time show effective classroom management and efficiency awareness.
Disciplined time management impacts the achievement of learning goals and reflects strong pedagogical competence.
Time management is increasingly crucial when integrating laptops, tablets, and educational software.
These digital tools help organize teaching and learning activities more structurally and Teachers who actively use technology create more interactive and efficient learning in time management (Ditzler et al.
, 2016.
Susanti et al.
Effective time management is closely related to sufficient time for students to understand the material.
Giving students enough time shows pedagogical awareness of different studentsAo learning abilities.
Modern education emphasizes a personalized learning approach, making time flexibility crucial.
Students need flexibility to learn according to their pace and learning style (Bertiz & Karolu, 2.
Technology is vital in supporting this flexibility, where learning must be appropriate to the studentAos character.
Adapting teaching to student characteristics reflects an orientation to a student-centered learning approach.
This effort is essential in modern learning, where student diversity demands flexible teaching strategies.
Technology integration supports this diversity and transforms studentsAo engagement with learning materials (Bernacki et al.
, 2.
Technology supports personalized learning through multimodal content and diverse learning resources.
Active student involvement helps ensure that intended learning outcomes are successfully achieved.
For students to be active, creative JIP-The Indonesian Journal of the Social Sciences .
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Creativity in teaching is an essential factor that can improve student learning experiences.
Creative approaches, such as innovative and interactive methods, have been proven to increase learning effectiveness (Fauzan et al.
, 2.
Teachers use various methods to attract attention and significantly increase student engagement.
This approach can also stimulate studentsAo questions and encourage discussion of the material being taught.
Student engagement through questions and stimulating discussions, highlighting the importance of dynamic interaction in learning.
Stimulating questions and discussions can lead students to think critically and encourage them to deepen the studied topic.
Technology enriches learning experiences and develops 21st-century skills such as collaboration and digital literacy (Vali, 2.
These skills are essential as many life and work sectors rely on digital collaboration.
Learning achievement is proven through student evaluations.
Evaluation at the end of learning ensures student involvement meets learning objectives.
Students in technology-based learning improve these skills more than conventional method learners (Widiyanti & Rahman, 2.
This emphasizes that technology is not only a teaching aid but also a crucial learning instrument.
It helps develop highly relevant skills to contemporary educational and professional demands (Abuhassna et al.
, 2.
Digital quizzes and interactive feedback enable more in-depth and reflective realtime evaluation.
Technical understanding must be adequate in learning that integrates technology.
Adequate understanding is a prerequisite for creating a smooth and effective learning experience.
Students must know how to access the material to engage fully with the digital learning process.
Although most teachers provide technical info, challenges persist, especially in professional readiness.
Many teachers still have not received adequate training in the use of educational technology (Butler et al.
, 2.
This lack of training may hinder digital learning optimization.
It can also create a gap between teachersAo skills and modern pedagogy demands.
JIP-The Indonesian Journal of the Social Sciences Enhancing Islamic Education through Technology Integration: A Study of Teaching Practices Hariman Surya Siregar et al.
Without a solid understanding and adequate skills, teachers may struggle to effectively integrate technology into their teaching.
Limited infrastructure hinders effective technology integration, especially in remote schools (Negoescu & Mitrulescu, 2023.
Imran & Mardhiah, 2.
This condition creates significant barriers to comprehensive digital learning adoption (Ullah et al.
, 2021.
Lubis et al.
, 2.
Another challenge is over-reliance on technology.
This can reduce direct interaction between teachers and students, an essential part of learning (Zhai et al.
, 2024.
Susanti et al.
, 2.
This study offers strategic insights for Muslim-majority countries developing value-based digital Islamic education.
Technology integration in Islamic education enhances studentsAo understanding, motivation, and This occurs through the pivotal roles of teachers, digital platforms, differentiated strategies, reflection, and assessment (Purwanto et al.
, 2023.
Asyari et al.
, 2.
However, its success largely depends on robust teacher training and equitable digital infrastructure (Herawati et , 2024.
Mamat & Nugraha, 2023.
Suryawati et al.
, 2.
These findings enrich global discourse on value-oriented digital religious education.
Technology contextualizes religious values and supports humanistic and adaptive education policies (Hakim et al.
, 2.
IndonesiaAos experience shows that sustainable digital religious education needs synergy between values, pedagogy, and technology (Anis, 2024.
Muslimin et al.
, 2.
Interactive student-centered approaches hold global relevance (Susanti et al.
, 2024.
Herlina, 2.
Challenges like teacher readiness and infrastructure are also common in developing nations.
IndonesiaAos digitalization and local wisdom balance emphasize preserving cultural and spiritual roots (Khasanah et al.
, 2.
Aligned SDG Quality Education.
IndonesiaAos digitalization and teacher training efforts promote inclusive education (Nurdin et al.
, 2.
Addressing access gaps and enhancing teacher capacity is essential.
Technology should complement, not replace.
JIP-The Indonesian Journal of the Social Sciences .
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No.
May 2025 e-ISSN: 2443-2067 religious education, ensuring meaningful, value-driven learning that informs global education reform (Wathoni et al.
, 2.
Despite the overall positive trends, several key challenges remain.
The relatively low use of social media as a communication tool .
raises several concerns.
Issues include privacy, professionalism, and cultural appropriateness within Islamic education contexts.
Teachers may hesitate to use social platforms to maintain ethical boundaries and protect studentsAo data (Suryawati et al.
, 2.
This situation indicates the need for communication practices (Mamat & Nugraha, 2.
Similarly, the moderate adoption of differentiated instruction .
2%) suggests a gap in practical application.
While teacher training programs are widespread, many challenges remain in real classroom Heavy teaching loads, rigid curriculum structures, and limited digital resources contribute to these challenges (Purwanto et al.
Lubis et al.
, 2.
These findings highlight the need for more context-sensitive professional development initiatives for teachers.
Such programs should empower teachers to personalize learning effectively using technology (Asyari et al.
, 2.
These findings contribute to the global discourse on the digitalization of Islamic education today.
Digitalization demands technological sophistication and sensitivity to religious values and wisdom (Khasanah et al.
, 2.
IndonesiaAos experiences show that successful technology integration carefully balances innovation and tradition (Nurdin et al.
, 2.
Other Muslim-majority countries can learn from IndonesiaAos spirituality and digital learning balance.
This study may inspire adaptive, balanced, and value-based models of digital Islamic education (Lubis et al.
, 2.
The TPACK framework offers a relevant theoretical foundation for advancing digital Islamic education globally.
TPACK emphasizes the intersection of technology, pedagogy, and subject matter expertise in It enables teachers to integrate technology meaningfully while .
JIP-The Indonesian Journal of the Social Sciences Enhancing Islamic Education through Technology Integration: A Study of Teaching Practices Hariman Surya Siregar et al.
maintaining fidelity to Islamic educational goals (Wathoni et al.
, 2.
value-based education contexts.
TPACK can guide the development of better teacher training programs.
Such programs should foster critical, ethical, and effective use of technology among teachers (Imran & Mardhiah, 2.
By adopting TPACK-informed strategies.
Muslimmajority countries can achieve balanced digital transformation.
This transformation aligns with global educational reform movements and supports sustainable educational development (Asyari et al.
, 2.
This study enriches Islamic pedagogy by offering insights into context-based technology-enhanced learning.
It highlights how digital tools support value-driven and student-centered instruction in the Indonesian context (Susanti et al.
, 2024.
Purwanto et al.
, 2.
The findings affirm that technology must align with Islamic spiritual and pedagogical principles.
It bridges tradition and innovation in developing globally relevant Islamic education theory (Muslimin et al.
, 2.
The study serves as a foundational framework for future research on digital Islamic learning practices (Hakim et al.
, 2.
Building on what we discussed before, it's important to point out that the technology integration model created in Indonesia is not just relevant to the local area but also has great potential to be used and adapted in different Islamic education systems around the world, especially in developing countries that face similar issues.
The value-based learning practices developed in Indonesia demonstrate that technology can serve as a strategic medium to preserve the continuity between Islamic traditions and the demands of pedagogical innovation (Nurdin et al.
, 2024.
Lubis et , 2.
Countries such as Pakistan.
Bangladesh, and NigeriaAihome to large Muslim populations and currently undergoing digital transformation in educationAican learn from IndonesiaAos experience, especially in balancing the authenticity of religious values with the application of modern technology (Wathoni et al.
, 2.
Furthermore.
IndonesiaAos approach to integrating local wisdomAi such as the cultural values of pesantren and spiritual principlesAiinto JIP-The Indonesian Journal of the Social Sciences .
p-ISSN: 2338-8617 Vol.
No.
May 2025 e-ISSN: 2443-2067 digital learning practices demonstrates broader relevance in supporting context-responsive education (Khasanah et al.
, 2.
This means that changing Islamic education with technology doesn't have to copy Western ways that ignore values.
instead, it can be shaped by a focus on God and human values, as shown in how the TPACK framework is adapted to fit local culture (Purwanto et al.
, 2.
Thus, the findings of this study not only enrich the national discourse on Islamic education but also expand Islamic development (Hakim et al.
, 2.
Strategically, the adoption of the Indonesian model may contribute to global education reform efforts that emphasize values, identity, and humanity as central to 21st-century education.
This aligns with UNESCOAos agenda on Education for Sustainable Development, as well as other global initiatives that point out the importance of building educational systems that are inclusive, adaptive, and rooted in community values (Imran & Mardhiah, 2023.
Suryawati et al.
, 2.
Therefore, this study can be regarded as an intellectual contribution that enriches the global design of Islamic digital educationAione that is not only technically functional but also spiritually, culturally, and socially relevant (Lubis et al.
, 2.
Given the shared socio-religious contexts among Muslim-majority countries, especially in the Global South, the Indonesian approach to valuebased digital Islamic education offers a distinctive and context-responsive model of educational innovation.
By focusing on combining religious values with modern technology, this model addresses the challenge of keeping Islamic identity while also moving forward with digital teaching This balance is especially significant for countries undergoing rapid digital transformation, such as Pakistan.
Bangladesh, and Nigeria, where religious traditions remain deeply embedded in educational Indonesia shows that digital platforms can reflect local wisdom, pesantren culture, and spiritual values, proving that digitalization doesn't have to follow Western secular models but can instead focus on Islamic principles and human values.
JIP-The Indonesian Journal of the Social Sciences Enhancing Islamic Education through Technology Integration: A Study of Teaching Practices Hariman Surya Siregar et al.
Furthermore, the Indonesian experience presents a replicable framework for other nations seeking to harmonize technological innovation with spiritual integrity.
For example, the application of digital tools in pesantren has not only enhanced educational delivery but also reinforced moral and ethical development among students, aligning with broader global efforts to build inclusive and humane education systems (Huda et , 2.
The addition of digital ethics, especially in keeping students safe from online dangers like false information and gender-based violence, makes this model even more important and useful (Huda et al.
, 2024.
Suryawati et al.
, 2.
In this regard, the Indonesian approach is not merely a localized strategy but a conceptual contribution to global educational reform movements that call for culturally grounded and ethically responsible digital education (Imran & Mardhiah, 2.
Additionally, digital Islamic education that includes different learning styles, thoughtful teaching methods, and accessible technology aligns with the main ideas of the TPACK framework, providing a useful way for teachers around the world to grow and improve (Purwanto et al.
Asyari et al.
, 2.
Such an effort is particularly crucial as digital transformation increasingly impacts not only formal education but also broader domains such as family dynamics and community-based learning, as seen in the evolving roles of Muslim families in educating children within digital environments (Mahmud et al.
, 2.
In rural and less developed areas, using digital content that respects local cultures and providing training can help ensure everyone has access to education while keeping traditional learning methods relevant to today's needs.
Therefore, the Indonesian model holds substantial transnational Future comparative studies across Southeast Asia.
South Asia, and Sub-Saharan Africa could validate its transferability and scalability across varied educational and cultural ecosystems.
Such research would contribute not only to Islamic pedagogy but also to the global discourse on sustainable, humanistic, and inclusive education.
In this context.
IndonesiaAos value-based digital Islamic education can serve as a prototype for a globally relevant, spiritually attuned, and technologically capable educational future.
JIP-The Indonesian Journal of the Social Sciences .
p-ISSN: 2338-8617 Vol.
No.
May 2025 e-ISSN: 2443-2067 Conclusion The integration of technology into Islamic education in Indonesia has been implemented.
This has an impact on more effective learning Islamic Religious Education Teachers have demonstrated strong and consistent habits in utilizing technology.
This method is done to support student involvement and understanding.
TeachersAo primary strategy is to design lessons effectively and ensure critical communication in learning.
Teachers analyze student characteristics before implementing artificial intelligence applications.
This ensures that digital tools are used to meet various learning needs.
In addition, using social media as a communication tool increasingly facilitates interaction and knowledge sharing between students and educators.
Recommendations include ongoing training for teachers focusing on digital skills and technology-based pedagogy.
Improving technological infrastructure in less developed areas is crucial to ensuring equitable access to digital education.
Policies must balance digital innovation and religious values to optimize technology use in religious learning.
If supported by appropriate policies, technology in Islamic education can encourage inclusive and value-based learning.
This aligns with the Sustainable Development Goals (SDGs .
regarding quality education.
Bibliography