Digitalisasi Dan Filsafat Ilmu Dalam Pembelajaran PAI Di SMK Bustanul ‘Ulum Kabupaten Bandung

Authors

  • Heri Rahmat Susanto Universitas Islam Negeri Sunan Gunung Djati Bandung Author
  • Irawan Universitas Islam Negeri Sunan Gunung Djati Bandung Author
  • Tedi Priatna Universitas Islam Negeri Sunan Gunung Djati Bandung Author

DOI:

https://doi.org/10.63142/educompassion.v1i3.91

Keywords:

Digitalization, Philosophy Of Science, Islamic Religious Education, Phenomenology, Educational Technology

Abstract

Digitalization in Islamic Religious Education (PAI) learning has opened new opportunities to create more effective, interactive, and relevant teaching methods for contemporary needs. This study aims to explore the experiences, perceptions, and challenges faced by teachers, students, and school management in implementing digitalization in PAI learning at SMK Bustanul ‘Ulum, Bandung Regency. Employing a qualitative phenomenological approach, data were collected through in-depth interviews with research subjects. The findings reveal a strong commitment from the school to integrate technology through clear policies, supporting facilities, teacher training, and digital ethics guidelines. Teachers and students positively embrace digitalization despite challenges such as infrastructure limitations and digital literacy gaps. The philosophy of science perspective underscores the importance of aligning technology usage with Islamic values, ensuring that digital-based learning not only creates engaging experiences but also focuses on character and moral development. This study aims to provide theoretical and practical insights for designing ethical, value-oriented technology-based religious education relevant to the digital era. 

Downloads

Download data is not yet available.

Author Biographies

  • Heri Rahmat Susanto, Universitas Islam Negeri Sunan Gunung Djati Bandung

    Universitas Islam Negeri Sunan Gunung Djati Bandung

  • Irawan, Universitas Islam Negeri Sunan Gunung Djati Bandung

    Universitas Islam Negeri Sunan Gunung Djati Bandung

  • Tedi Priatna, Universitas Islam Negeri Sunan Gunung Djati Bandung

    Universitas Islam Negeri Sunan Gunung Djati Bandung

References

Al-Attas, S. M. N. (1980). The Concept of Education in Islam: A Framework for an Islamic Philosophy of Education. Kuala Lumpur: Muslim Youth Movement of Malaysia.

Bruner, J. (1961). The Act of Discovery. Harvard Educational Review, 31(1), 21–32.

Creswell, J. W. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Springer.

Fukuyama, M. (2018). Society 5.0: Aiming for a New Human-Centered Society. Japan Spotlight, 27(1), 47–50.

Hamid, A. (2020). Digitalisasi dalam Pendidikan: Peluang dan Tantangan. Jurnal Pendidikan Dan Teknologi, 8(2).

Lickona, T. (1991). Educating for Character: How Our Schools Can Teach Respect and Responsibility. New York: Bantam Books.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054.

Nasr, S. H. (2007). Islamic Science: An Illustrated Study. World Wisdom.

Rahman, A., Yusuf, M., & Salim, R. (2019). Pengaruh Teknologi terhadap Motivasi Belajar Siswa dalam Pendidikan Islam. Jurnal Pendidikan Islam, 11(1), 45–60.

Rahman, A. (2020). Pengaruh Digitalisasi terhadap Pembelajaran Pendidikan Agama Islam di Sekolah. Jurnal Pendidikan Islam, 7(2), 123–135.

Schwab, K. (2016). The Fourth Industrial Revolution. Geneva: World Economic Forum.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press.

Downloads

Published

2025-02-15

Issue

Section

Articles

How to Cite

Susanto, Heri Rahmat, Irawan, and Tedi Priatna. 2025. “Digitalisasi Dan Filsafat Ilmu Dalam Pembelajaran PAI Di SMK Bustanul ‘Ulum Kabupaten Bandung”. Educompassion: Jurnal Integrasi Pendidikan Islam Dan Global 2 (1): 26-32. https://doi.org/10.63142/educompassion.v1i3.91.