Implementation of TPACK in Islamic Religious Education Learningin Elementary School
DOI:
https://doi.org/10.58258/4ckhey42Abstract
The implementation of Technological Pedagogical Content Knowledge (TPACK) in Islamic Religious Education (PAI) learning at the elementary school level can be seen as an important strategy to synergistically integrate technology, pedagogical approaches, and content materials, so that the learning process becomes more interactive and meaningful for students. This study was designed to examine in depth how TPACK is implemented in this context, while identifying various factors that act as supporters and obstacles for teachers in operationalizing it. Methodologically, this study adopted a qualitative approach through a case study design carried out in one elementary school. The research subjects included the principal and four PAI teachers who were directly involved in the learning practice. Data collection was carried out through three main techniques, namely in-depth interviews to explore the perspectives and experiences of the subjects, direct observation of learning activities in the classroom, and documentation studies to strengthen the validity of field findings. The validity of the data was checked through triangulation techniques, while the analysis process followed the Creswell model. Research findings indicate that Islamic Religious Education teachers have optimized the Technological Knowledge dimension by integrating various digital media into their learning practices, such as Canva, YouTube, Google Classroom, and Quizizz, to increase student engagement and active participation. In the Pedagogical Knowledge aspect, teachers use diverse and interactive learning strategies utilizing technological support. Content Knowledge remains the main foundation through strengthening core Islamic Religious Education materials combined with digital media and holistic assessment. The implementation of TPACK received support from the school through the provision of facilities, teacher training, and Teacher Working Group (KKG) activities. Despite infrastructure limitations, the implementation of TPACK has made a positive contribution to the effectiveness of Islamic Religious Education learning.References
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