INTERNATIONAL JOURNAL OF INNOVATIVE RESEARCH IN MULTIDISCIPLINARY EDUCATION
ISSN (p in ): 2833-4515, ISSN (online): 2833-4531
Volume 04 Issue 10 Oc obe 2025
DOI: 10.58806/iji me.2025. 4i10n02 Impac ac o - 6.748
Page No. 1015-1020
1015 Page com.iji me.www 5be 202Oc o 10Issue 4 IJIRME, Volume
In eg a ion o Digi al Lea ning in Islamic Schools o Suppo Educa ion in
Nusan a a Capi al
Reza Mahend a Junia 1, Al i a Rachmadani2, Mega Ki ana3, Naila i A i ah4
1,2,3,4SMA Muhammadiyah 2 Al-Mujahidin Balikpapan, Indonesia
ABSTRACT: The applica ion o digi al echnology in educa ion has become an inc easingly essen ial need, especially in enhancing
he quali y o lea ning in Islamic-based schools. Howe e , he in eg a ion o his echnology mus be ca ied ou wi hou
comp omising he Islamic alues and p inciples ha o m he ounda ion o educa ion. This s udy aims o explo e how Islamic-
based schools in he Nusan a a Capi al in eg a e digi al lea ning, along wi h he challenges and s a egies employed o ensu e ha
his in eg a ion emains in acco dance wi h Sha ia law.
This esea ch uses a quali a i e me hod wi h a case s udy app oach conduc ed a a pesan en school. Da a we e collec ed h ough
in-dep h in e iews wi h eache s, adminis a i e s a , and s uden s, as well as di ec obse a ion o he class oom lea ning p ocess
using digi al echnology. Da a analysis was pe o med h ough iangula ion, combining in e iew and obse a ion esul s o de i e
comp ehensi e conclusions.
The esul s show ha he in eg a ion o digi al echnology in pesan en schools was well- ecei ed by all s akeholde s. Despi e
challenges in implemen a ion, such as limi ed in as uc u e and he need o s ic supe ision, he use o echnology has
success ully inc eased s uden s' in e es in lea ning, pa icula ly in li e acy and nume acy. The implemen a ion o digi al echnology
was suppo ed by adequa e supe ision o ensu e i s use emains aligned wi h Islamic alues.
KEYWORDS: Digi al lea ning, Islamic educa ion, Technology in eg a ion, Sha ia compliance, Pesan en schools, S uden
engagemen
I. INTRODUCTION
The apid ad ancemen o digi al echnology has signi ican ly impac ed a ious sec o s, including educa ion. In he digi al age,
adi ional lea ning sys ems a e p og essi ely e ol ing, u ilizing echnology as a co e medium. Digi al lea ning no only b oadens
access o in o ma ion bu also enhances pedagogical me hods, o e ing mo e in e ac i e and lexible app oaches ha allow s uden s
o engage wi h lea ning ma e ials any ime and anywhe e (Ally, 2024). Howe e , wi hin he con ex o Islamic-based schools, a
pa icula challenge a ises: in eg a ing digi al echnology while upholding he eligious alues and p inciples ha unde pin he
educa ional amewo k (Shodikun, Shodikun; Zaduqis i, Es i; Subhi, 2023).
The c i ical impo ance o his esea ch lies in add essing he necessi y o Islamic-based educa ional ins i u ions o adop echnology
in a manne ha suppo s educa ional quali y wi hou unde mining Islamic eachings. Amids global e o s o imp o e educa ion
h ough echnological ad ancemen s, i is impe a i e ha hese schools main ain equilib ium be ween echnological p og ess and
he mo al alues cen al o Islamic pedagogy. This conce n is especially pe inen gi en he de elopmen o he Nusan a a Capi al,
which is p ojec ed o become a hub o educa ional and echnological g ow h in Indonesia (Muzadi & Mu holingah, 2019).
The e o e, his s udy is c ucial in o mula ing s a egies ha ensu e echnology in eg a ion in Islamic educa ion adhe es o he
essence o eligious ins uc ion while enhancing academic s anda ds.
This esea ch o e s a unique con ibu ion by ocusing on he Nusan a a Capi al, a egion cha ac e ized by dis inc i e social and
educa ional ea u es. P e ious s udies ha e explo ed echnology in eg a ion b oadly, ye his esea ch p o ides a nuanced analysis
by conside ing he in e play be ween Islamic alues and local challenges speci ic o his egion (Muiz, 2023). Fu he mo e, by
adop ing a holis ic app oach ha inco po a es pedagogical, echnical, and mo al dimensions, he esea ch aims o deli e a mo e
comp ehensi e unde s anding o he long- e m implica ions o digi al lea ning wi hin Islamic-based schools.
The key esea ch ques ion add essed in his s udy is how he in eg a ion o digi al echnology wi hin Islamic-based schools in he
Nusan a a Capi al can imp o e educa ional quali y while adhe ing o eligious alues and p inciples. To answe his ques ion, he
s udy seeks o e alua e he e ec i eness o digi al echnology implemen a ion in hese schools and o p opose s a egies ha ensu e
i s applica ion se es as a suppo i e educa ional ool, aligned wi h Islamic eachings.
In eg a ion o Digi al Lea ning in Islamic Schools o Suppo Educa ion in Nusan a a Capi al
1016 Page com.iji me.www 5be 202Oc o 10Issue 4 IJIRME, Volume
II. METHOD
This esea ch employs a quali a i e app oach wi h a case s udy me hod, aimed a deeply explo ing he implemen a ion o digi al
lea ning in Islamic-based schools in he Capi al Ci y o Nusan a a. The quali a i e app oach was chosen because i can cap u e he
complexi y o phenomena and unde s and he social and cul u al con ex s ela ed o he in eg a ion o echnology in educa ion wi hin
Islamic school en i onmen s. This me hod in ol es collec ing da a h ough in-dep h in e iews, obse a ions, and documen
analysis, in o de o ob ain a comp ehensi e pic u e o he expe iences and pe spec i es o he s akeholde s in ol ed.
This esea ch was conduc ed a Muhammadiyah 2 Al-Mujahidin High School, a boa ding Islamic school in Balikpapan, Eas
Kaliman an. The esea ch subjec s include he school p incipal, he ice p incipal o cu iculum, he ice p incipal o acili ies and
in as uc u e, as well as he eache s in ol ed in he implemen a ion o digi al lea ning. The selec ion o his loca ion is based on
he school's e o s o in eg a e digi al echnology as pa o educa ional inno a ion, while also upholding Islamic alues in he
lea ning p ocess. Da a collec ion was ca ied ou h ough semi-s uc u ed in e iews wi h key s akeholde s, di ec obse a ions in
class ooms using digi al echnology, and documen a ion in he o m o lea ning modules and lesson plans (RPP).
III. RESULTS AND DISCUSSION
A. Op imiza ion o Digi al Lea ning o Enhance he Quali y o Educa ion
In he cu en digi al e a, he applica ion o echnology in educa ional en i onmen s, especially in Islamic boa ding schools
(pesan en), is becoming inc easingly impo an o suppo e ec i e lea ning p ocesses. This discussion will elabo a e on a ious
aspec s ela ed o he use o echnology, speci ically Ch omebooks, in lea ning a Islamic boa ding schools. S a ing om he
challenges aced in he implemen a ion o echnology, he implemen a ion s a egies adop ed by schools, o pe cep ions o he
e ec i eness o using hese de ices in suppo ing s uden c ea i i y and lea ning. Al hough he e a e obs acles ha need o be
add essed, such as s uden discipline and eache s' limi a ions in u ilizing echnology, his esea ch shows ha wi h he igh
app oach, echnology in eg a ion can enhance he quali y o educa ion and acili a e mo e ac i e and independen lea ning.
1. The Use o Technology in he Class oom
Resea ch indings indica e ha he use o Ch omebook-based lea ning echnology in boa ding schools has yielded posi i e esul s,
al hough i s ill aces some challenges. In he con ex o educa ion, he implemen a ion o echnology o en aces challenges, such
as limi ed in as uc u e and ini ial use esis ance o echnological changes (E me , 1999). In his school, he use o pe sonal de ices
such as phones is p ohibi ed, so s uden s ha e o sha e Ch omebooks, which has become one o he obs acles in he lea ning p ocess.
P e ious esea ch also indica es ha he implemen a ion o echnology equi es adjus men s in he school en i onmen as well as
suppo i e policies (Hew & B ush, 2007).
In eg a ion o Digi al Lea ning in Islamic Schools o Suppo Educa ion in Nusan a a Capi al
1017 Page com.iji me.www 5be 202Oc o 10Issue 4 IJIRME, Volume
The Ch omebook-based lea ning sys em a his school is designed o emain e ec i e h ough a limi ed usage app oach, ailo ed o
he needs o each subjec . This app oach aligns wi h con olled lea ning heo y, which emphasizes he impo ance o egula ion and
con ol in he use o echnology o a oid dis ac ions and ensu e ocus on lea ning objec i es. (Becke e al., 2020). This p inciple
also e lec s he blended lea ning model, whe e echnology is used o suppo and en ich he lea ning expe ience, a he han
comple ely eplacing adi ional me hods (G aham, 2006).
The use o addi ional de ices, such as p ojec o s and ele isions, also suppo s he g adual in eg a ion o echnology. This aligns
wi h he g adual app oach o he adop ion o educa ional echnology, whe e he ansi ion is made slowly o allow o adjus men
and aining o s akeholde s (Dea ing, 2021). The implemen a ion in he 10 h g ade as an ini ial s ep also suppo s he heo y o
di usion o inno a ions, which s a es ha he adop ion o echnology ypically begins wi h a small g oup be o e being expanded
(Dea ing, 2021).
O e all, despi e he challenges, he implemen a ion o echnology in his school demons a es ha echnology in eg a ion can be
e ec i ely achie ed wi h ca e ul planning, in as uc u e suppo , and a g adual app oach. This suppo s he li e a u e ha
emphasizes he impo ance o planning and sys emic suppo in he applica ion o echnology in he ield o educa ion.
2. Implemen a ion S a egy
This esea ch also e eals he s a egies used by Islamic boa ding schools in implemen ing lea ning echnology. Based on he
in e iew, i appea s ha he school is using a collabo a i e app oach by in ol ing p o ide s o elec onic book p oduc s, such as
Ch omebooks, o acili a e s uden s' access o lea ning ma e ials. This s a egy suppo s he heo y o di usion o inno a ion, which
emphasizes ha he adop ion o echnology equi es suppo om a ious pa ies, including se ice p o ide s and de ices (Dea ing,
2021).
In addi ion, he school also uses digi al ools such as e-books and compu e labs o in eg a e gene al subjec s and eligious ma e ial.
This is in line wi h he p inciples o blended lea ning, which allows o he use o echnology o en ich he lea ning expe ience
wi hou comple ely eplacing adi ional me hods. The cons uc i is heo y suppo s ha s uden s need lexible access o a ious
lea ning esou ces o encou age independen and ac i e lea ning (D. e al., 1979).
Technology also makes i easie o eache s o deli e lea ning ma e ials, such as h ough p esen a ions using Powe Poin and
ideos. This ac i e lea ning model emphasizes he impo ance o s uden in e ac ion wi h he ma e ial h ough engaging in e ac i e
media. This app oach is also in line wi h he concep o Me deka Belaja , which ocuses on s uden -cen e ed lea ning, whe e s uden s
a e encou aged o be mo e independen and c ea i e in managing hei own lea ning (Suma mi e al., 2022).
Schools con inue o s i e o u ilize echnology, e en hough he e a e es ic ions on he use o elec onic de ices in Islamic boa ding
schools. This shows ha echnology adap a ion needs o be ailo ed o he local con ex and exis ing policies. Teache s play a c ucial
ole as acili a o s in u ilizing echnology o lea ning and p epa ing s uden s o a ious compe i ions.
3. Pe cep ion o E ec i eness
The use o Ch omebooks in his school is seen as e y e ec i e in suppo ing lea ning. The in e iew esul s indica e ha his de ice
assis s s uden s in inding e e ences and lea ning ma e ials, which suppo s cons uc i is heo y, whe e access o a ious lea ning
esou ces is essen ial o ac i e and independen lea ning (D. e al., 1979). Ch omebooks also make i easie o s uden s o access
he in o ma ion hey need, he eby enhancing he quali y o lea ning and encou aging inno a ion and c i ical hinking skills.
The e ec i eness o Ch omebooks is also e iden in he ease o access o ma e ials ha suppo s uden s' c ea i i y in compe i ion
ac i i ies. This suppo s he p inciple o p ojec -based lea ning, which emphasizes he de elopmen o analy ical and c ea i e skills
h ough eal p ojec s (Thomas, John, 2021). Wi h he p esence o Ch omebooks, s uden s can be mo e independen in seeking
in o ma ion and lea ning ma e ials, suppo ing a mo e di ec ed and pe sonalized lea ning expe ience.
Al hough he implemen a ion o Ch omebooks in his school is s ill in i s ea ly s ages, aining has been p o ided o eache s, and
implemen a ion o s uden s will begin in he 10 h g ade. Acco ding o he heo y o di usion o inno a ions, he adop ion o
echnology s a s wi h a small g oup be o e being expanded. Teache aining is an impo an s ep o ensu e ha he use o echnology
is e ec i e and e icien (Dea ing, 2021).
4. Challenges Faced
This esea ch also ound se e al challenges in he implemen a ion o digi al echnology in schools. The bigges challenge is he lack
o s uden discipline and he limi a ions o eache s in using echnology. The success o echnology implemen a ion g ea ly depends
on he men al eadiness o s uden s and hei discipline in u ilizing he ools. Wi hou sel -discipline, s uden s may no be able o
maximize he po en ial o echnology o lea ning (Hi schi & Go edson, 2000).
In addi ion, he esis ance om eache s who a e less open o change also poses a challenge. Acco ding o he di usion o inno a ion
heo y, echnology use s mus be able o adap o echnological ad ancemen s. Teache s need o s ep ou o hei com o zones o
keep up wi h echnological ad ancemen s so hey can op imally u ilize echnology in he lea ning p ocess (Dea ing, 2021).
In eg a ion o Digi al Lea ning in Islamic Schools o Suppo Educa ion in Nusan a a Capi al
1018 Page com.iji me.www 5be 202Oc o 10Issue 4 IJIRME, Volume
The a ailabili y o budge also poses a challenge, conside ing ha he p ocu emen o echnology equi es signi ican cos s. Wi hou
adequa e unding, he implemen a ion o echnology will be hinde ed. In addi ion, s uden s' abili y o adap o echnology is also a
signi ican challenge. S uden s need o be moni o ed o p e en hem om misusing echnology ou side o he lea ning con ex .
S ic supe ision is necessa y o ensu e ha echnology is used wisely and in acco dance wi h lea ning objec i es. The implemen ed
solu ions in ol e moni o ing access o echnology as well as aining o eache s o ensu e ha echnology is used op imally in he
lea ning p ocess.
B. School S a egies o Implemen ing Digi al Lea ning ha Align wi h Islamic Educa ional Values and P inciples
The in eg a ion o digi al echnology in he pesan en en i onmen has become an impo an issue ha equi es a balance be ween
echnological ad ancemen and eligious alues. In his discussion, a ious aspec s ela ed o he applica ion o echnology in Islamic
boa ding schools will be add essed, s a ing om school policies ha egula e he use o echnology in acco dance wi h Islamic law,
iews on he impo ance o using echnology o suppo mo al and in ellec ual de elopmen , he ole o eache s and pa en s in
supe ision, o he posi i e esponse o s uden s owa ds echnology. Each o hese aspec s illus a es he e o s o he pesan en in
ensu ing ha echnology is used wisely, esponsibly, and in ha mony wi h Islamic alues.
1. School Policy
The use o echnology in Islamic boa ding schools is s ic ly moni o ed wi h clea egula ions. This egula ion includes a ban on
accessing con en ha is no in acco dance wi h Islamic law and es ic s he use o echnology a ce ain imes. Technicians and
eache s a e esponsible o moni o ing he use o echnology and imposing sanc ions in case o iola ions. In addi ion, egula
Islamic guidance helps s uden s in e nalize Islamic alues in hei daily use o echnology (Mu aqien e al., 2023). De ices like
Ch omebooks a e used o acili a e supe ision and ensu e ha echnology is used sa ely and esponsibly in acco dance wi h Islamic
p inciples.
2. Pe spec i es on he Use o Technology
This esea ch emphasizes he impo ance o in eg a ing digi al echnology while main aining he alues o ai h and mo ali y in
Islamic-based schools, pa icula ly in pesan en. Technology mus be used wisely, wi h he aim o building s ong cha ac e in
s uden s and os e ing mo al esponsibili y. The educa ion o ai h is an impo an ounda ion ha helps s uden s unde s and he
p ope use o echnology in acco dance wi h Islamic eachings (Ridwan, 2022). In addi ion, social con ol heo y emphasizes he
impo ance o egula ion and o e sigh in he use o echnology o emain ocused on he in ellec ual, a ec i e, and mo al
de elopmen o s uden s (Hi schi & Go edson, 2000). Wi h he p esence o in e nal con ol and s ong mo i a ion, echnology
can suppo he holis ic de elopmen o s uden s wi hou iola ing Islamic p inciples.
In eg a ion o Digi al Lea ning in Islamic Schools o Suppo Educa ion in Nusan a a Capi al
1019 Page com.iji me.www 5be 202Oc o 10Issue 4 IJIRME, Volume
3. Teache and Pa en s In ol emen
Collabo a ion be ween schools and pa en s is c ucial in he implemen a ion o digi al echnology. Pa en s play a signi ican ole in
educa ing hei child en o use echnology wisely. Schools and pa en s mus communica e e ec i ely o ensu e ha echnology is
used posi i ely o suppo he lea ning p ocess (Cahyono, 2023). Pa en s also hope ha schools will con inue o uphold Islamic
p inciples in he use o echnology. The e o e, he school con inues o p o ide clea guidance and policies o pa en s o suppo he
implemen a ion o echnology ha aligns wi h eligious alues.
4. S uden Responses
The esea ch esul s show ha s uden s espond posi i ely o he in eg a ion o digi al echnology in Islamic boa ding schools.
Despi e he challenges, he implemen a ion o his echnology emains in acco dance wi h he p inciples o Islamic law. S uden s
show a high in e es in using echnology o seek in o ma ion, which is closely moni o ed by he school. This supe ision is impo an
o ensu e ha s uden s use echnology in acco dance wi h educa ional objec i es (Becke e al., 2020). Technology is expec ed o
enhance s uden s' in e es in eading, li e acy, and nume acy, as well as s eng hen hei mo i a ion o lea n.
O e all, despi e he challenges in implemen ing echnology in Islamic-based schools, he accep ance o echnology emains high as
i is accompanied by he aim o collec i e good and he s ic applica ion o Islamic alues.
IV. CONCLUSION
This s udy concludes ha he in eg a ion o digi al echnology in lea ning a pesan en schools has ecei ed posi i e esponses om
a ious s akeholde s, including eache s, adminis a i e s a , and s uden s. Despi e challenges in i s implemen a ion, he accep ance
o his echnology is d i en by a sha ed goal o he common good and a commi men o adhe ing o he p inciples o Sha ia law.
The en husiasm and eage ness o emb ace echnology a e balanced by he awa eness o he impo ance o unde s anding and
applying Islamic alues.
Addi ionally, s uden s ha e shown g ea in e es in echnology, especially in he con ex o boa ding schools, whe e hey a e gi en
he eedom o access lea ning ma e ials bu emain unde supe ision o ensu e sa e y and compliance wi h egula ions. The use o
digi al echnology is expec ed o inc ease s uden s' in e es in eading, li e acy, and nume acy, aligning wi h educa ional heo ies
ha emphasize he impo ance o cul u al con ex , social supe ision, and mo i a ion in he lea ning p ocess.
O e all, his s udy demons a es ha he in eg a ion o digi al echnology in pesan en schools can be an e ec i e ool in imp o ing
he quali y o lea ning, as long as i emains g ounded in Islamic alues and is suppo ed by adequa e supe ision.
REFERENCES
1) Ally, M. (2024). 1. Founda ions o Educa ional Theo y o Online Lea ning. In The Theo y and P ac ice o Online
Lea ning. h ps://doi.o g/10.15215/aup ess/9781897425084.003
2) Becke , S., Klein, P., Gößling, A., & Kuhn, J. (2020). Using mobile de ices o enhance inqui y-based lea ning p ocesses.
Lea ning and Ins uc ion, 69. h ps://doi.o g/10.1016/j.lea nins uc.2020.101350
3) Cahyono, B. (2023). PEMANFAATAN APLIKASI DIGITAL FLIPBOOK SEBAGAI MEDIA PEMBELAJARAN DI
ERA TEKNOLOGI DIGITAL. Ju nal Dha mabak i Nag i, 1(2). h ps://doi.o g/10.58776/jdn. 1i2.26
4) D., C. P., Vygo sky, L. S., Cole, M., John-S eine , V., Sc ibne , S., Soube man, E., & We sch, J. V. (1979). L. S. Vygo sky:
Mind in Socie y. The De elopmen o Highe Psychological P ocesses. The Ame ican Jou nal o Psychology, 92(1).
h ps://doi.o g/10.2307/1421493
5) Dea ing, J. W. (2021). Di usion o Inno a ions. In The Ox o d Handbook o O ganiza ional Change and Inno a ion.
h ps://doi.o g/10.1093/ox o dhb/9780198845973.013.23
6) E me , P. A. (1999). Add essing i s - and second-o de ba ie s o change: S a egies o echnology in eg a ion.
Educa ional Technology Resea ch and De elopmen , 47(4). h ps://doi.o g/10.1007/BF02299597
7) G aham, C. R. (2006). Blended lea ning sys ems: De ini ion, cu en ends, and u u e di ec ions. In Handbook o blended
lea ning: Global pe spec i es, local designs.
8) Hew, K. F., & B ush, T. (2007). In eg a ing echnology in o K-12 eaching and lea ning: Cu en knowledge gaps and
ecommenda ions o u u e esea ch. Educa ional Technology Resea ch and De elopmen , 55(3).
h ps://doi.o g/10.1007/s11423-006-9022-5
9) Hi schi, T., & Go edson, M. R. (2000). In De ense o Sel -Con ol. Theo e ical C iminology, 4(1).
h ps://doi.o g/10.1177/1362480600004001003
10) Muiz, A. (2023). Pesan en in he Digi al E a: Looking o he Chances and he Challenges. A -Ta bawi: Ju nal Kajian
Kependidikan Islam, 8(1). h ps://doi.o g/10.22515/a a bawi. 8i1.6246
11) Mu aqien, I. Z., Ma ya i, M., & Pe mana, H. (2023). S a egi Pengelolaan Kine ja Tenaga Kependidikan Dalam
Menghadapi E a Digi alisasi Pada Lembaga Pendidikan Islam. Inno a i e: Jou nal O Social Science Resea ch, 3(3).
In eg a ion o Digi al Lea ning in Islamic Schools o Suppo Educa ion in Nusan a a Capi al
1020 Page com.iji me.www 5be 202Oc o 10Issue 4 IJIRME, Volume
12) Muzadi, A., & Mu holingah, S. (2019). INTEGRASI PENDIDIKAN BERWAWASAN LINGKUNGAN HIDUP (GREEN
SCHOOL) MELALUI PEMBELAJARAN PAI DI SEKOLAH. Jou nal TA’LIMUNA, 8(2).
h ps://doi.o g/10.32478/ alimuna. 8i2.292
13) Ridwan, R. (2022). In eg asi Teknologi Digi al dalam Pembelaja an Pendidikan Agama Islam di E a Indus i 4.0.
P oceedings Se ies on Social Sciences & Humani ies, 4. h ps://doi.o g/10.30595/pssh. 4i.287
14) Shodikun, Shodikun; Zaduqis i, Es i; Subhi, M. R. (2023). Implemen asi Pembelaja an Humanisme Dalam Pembelaja an
Pendidikan Agama Islam Di E a Mode n. Muaddib: Ju nal Pendidikan Agama Islam, 1(1).
15) Suma mi, Wahyuning yas, N., Sah ina, A., & Aliman, M. (2022). The E ec o En i onmen al Volun ee In eg a ed wi h
Se ice Lea ning (EV_SL) o Imp o e S uden ’s En i onmen Ca e A i udes and So Skills. Pegem Egi im e Og e im
De gisi, 12(1). h ps://doi.o g/10.47750/pegegog.12.01.16
16) Thomas, John, W. (2021). A REVIEW OF RESEARCH ON PROJECT-BASED LEARNING John. In e na ional Geology
Re iew, 63(1).
