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At-Talim Visitors StatisticDigitalization of Islamic Religious Education Practices in Junior High Schools
Abstract
The rapid development of digital technology has brought significant impacts on education, including Islamic Religious Education (PAI). However, digital access gaps in peripheral schools create complex problems in the digitalization of PAI learning. Objectives: This study aims to analyze the forms of digital access gaps in PAI learning, identify the causal factors, and formulate strategic solutions to overcome these limitations. Methods: This research uses a qualitative approach with a descriptive design conducted at SMPN 18 Mukomuko for two months. Data were collected through participatory observation, in-depth interviews with school principals, PAI teachers, and students, as well as documentation. Data analysis used the Miles, Huberman, and Saldaña interactive model through data collection, data reduction, data presentation, and conclusion drawing stages. Results: The findings indicate three main dimensions of digital access gaps: infrastructure access gaps including unstable internet connectivity and inadequate device ratios; socio-economic based access gaps reflecting disparities in digital device ownership; and competency access gaps showing limited digital literacy among PAI teachers in integrating technology into daily learning. Conclusion: These three dimensions of access gaps create digital stratification in PAI learning that potentially affects students' equal learning opportunities. Contribution: This research provides evidence-based recommendations for strategic policies to achieve equitable digital access in peripheral schools, particularly in PAI learning that has unique characteristics in character and spiritual formation.
INDONESIAN: Digitalisasi Praktik Pembelajaran Pendidikan Agama Islam di SMP
Tujuan: Penelitian ini bertujuan untuk menganalisis bentuk kesenjangan akses digitalisasi dalam pembelajaran PAI, mengidentifikasi faktor-faktor penyebab, dan merumuskan solusi strategis untuk mengatasi keterbatasan tersebut. Metode: Penelitian ini menggunakan pendekatan kualitatif dengan desain deskriptif. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam dengan kepala sekolah, guru PAI, dan siswa, serta dokumentasi. Analisis data menggunakan model interaktif Miles and Huberman. Hasil: Terdapat tiga dimensi utama kesenjangan akses digital: kesenjangan akses infrastruktur meliputi konektivitas internet tidak stabil dan rasio perangkat yang belum ideal, kesenjangan akses berbasis sosial-ekonomi mencerminkan disparitas kepemilikan perangkat digital, dan kesenjangan akses kompetensi menunjukkan keterbatasan literasi digital guru PAI dalam mengintegrasikan teknologi ke dalam pembelajaran sehari-hari. Kesimpulan: Kesenjangan akses digitalmenciptakan stratifikasi digital dalam pembelajaran PAI yang berpotensi mempengaruhi kesetaraan kesempatan belajar siswa. Kontribusi: Penelitian ini memberikan rekomendasi berbasis bukti untuk kebijakan strategis guna mencapai pemerataan akses digital di sekolah pinggiran, khususnya dalam pembelajaran PAI yang memiliki karakteristik unik dalam pembentukan karakter dan spiritualitas.
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DOI: http://dx.doi.org/10.29300/attalim.v24i2.9445
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