Digital Platform Elaboration Skills for Islamic Religious Education Teachers
DOI:
https://doi.org/10.18196/jiee.v3i1.76Keywords:
Digital, Elaboration, Teacher, EducationAbstract
This article tries to integrate digital platforms and presents how the most effective flow to be used in PAI learning, especially in the context of educational technology materials. This literature study focused on the analysis of various journals, articles, and related websites. This research aims to explore the potential of Google Classroom in improving the quality of Islamic Religious Education (PAI) learning. Drawing on the related literature, this study analyzed how PAI teachers can leverage Google Classroom to create more effective, engaging, and interactive learning. An analysis of various journals and related articles was also conducted. It can be seen that Google Classroom has great potential in improving the quality of PAI learning. Allows teachers to create a more flexible and engaging learning environment for students. Additionally, integration with other platforms such as Google Docs, YouTube, Google Slides, and other platforms allows teachers to present a more varied range of learning materials. However, the study also identified several shortcomings in the use of Google Classroom, such as network limitations, originality of student answers, and teachers' understanding of technology. Therefore, we tried to improve the quality of teachers' understanding of Google Classroom because it can be an effective tool in improving the quality of PAI learning.
Downloads
References
Adim, M., Herawati, E. S. B., & Nuraya, N. (2020). Pengaruh model pembelajaran contextual teaching and learning (CTL) menggunakan media kartu terhadap minat belajar IPA kelas IV SD. Jurnal Pendidikan Fisika Dan Sains, 3(1), 6–12. https://doi.org/10.52188/jpfs.v3i1.76
Ansori, T. A., An-Nisa, A., & Harwati, T. (2024). Implementation of Character Education through Scout Extracurricular Activities at Ma’arif Nurul Jannah Elementary School. Journal of Islamic Education and Ethics, 2(2), 129–143. https://doi.org/10.18196/jiee.v2i2.58
Ashoumi, H., & Shobirin, M. S. (2019). Peningkatan Aktifitas Belajar Mahasiswa dengan Media Pembelajaran Kelas Virtual Google Classroom. Prosiding Seminar Nasional Teknologi Dan Sains (SNasTekS), 1(September), 149–160.
Basher, S. A. O. (2017). The impact of google classroom application on the teaching efficiency of pre-teachers. International Journal of Social Sciences and Education, 2(2), 45–54.
Budi, K. (2017, December 12). Guru Dituntut Ikuti Perkembangan Zaman. Kompas.Com, 1. https://edukasi.kompas.com/read/2017/12/12/16264621/guru-dituntut-ikuti-perkembangan-zaman
Dedy, G., Putra, D., Made, I., Saputra, G. N., Agus Wardana, K., Hindu, U., Gusti, N. I., & Sugriwa, B. (2021). Paradigma Pendidikan Abab 21 Di Masa Pandemi Covid-19 (Tantangan Dan Solusi). Jurnal Pusat Penjaminan Mutu, 2(2), 2746–7074.
Dzikri. (2023). Implementasi Media Pembelajaran dalam Rangka Memenuhi Kebutuhan Belajar Generasi Z. Jurnal Tahsinia, 4(2), 401–414.
Garrison, D. R. (2011). E-Learning in the 21st century: A framework for research and practice, Second edition. In E-Learning in the 21st Century: A Framework for Research and Practice, Second Edition (Issue March 2011). https://doi.org/10.4324/9780203838761
Graham, M. J., & Borgen, J. (2018). Google Classroom. Google Tools Meets Middle School, 3, 23–36. https://doi.org/10.4135/9781506360188.n3
Hanifah, H., Salsabila, U. H., Ghazali, I., & Khoirunnisa, N. (2020). Strategi alternatif pembelajaran daring mahasiswa pendidikan agama islam pada masa pandemi covid-19. Jurnal Eduscience, 7(2), 68–77. https://doi.org/10.36987/jes.v7i2.1920
Harjanto, A. S., & Sumarni, S. (2019). Teachers’ Experiences on the Use of Google Classroom. 3rd English Language and Literature International Conference (ELLiC), 3, 172–178.
Lesmono, B., & Siregar, S. (2021). Studi Literatur Tentang Agency Theory. Ekonomi, Keuangan, Investasi Dan Syariah (EKUITAS), 3(2), 203–210. https://doi.org/10.47065/ekuitas.v3i2.1128
Lukman, M. T. (2022). Guru sebagai Fasilitator dalam Mengasah Kemampuan Berpikir Kristis Siswa pada Pembelajaran Daring. Pendas: Jurnal Ilmiah Pendidikan Dasar, 7(1), 62–73. https://doi.org/10.58258/jupe.v7i1.2985
Mahardini, M. M. A. (2020). Analisis Situasi Penggunaan Google Classroom pada Pembelajaran Daring Fisika. Jurnal Pendidikan Fisika, 8(2), 215. https://doi.org/10.24127/jpf.v8i2.3102
Paraso, B. J. P., Marentek, A., & Rattu, J. A. (2022). Kelebihan dan kekurangan menggunakan google classroom: pendapat mahasiswa terhadap platform pembelajaran virtual di era pandemi covid-19. Jurnal Elektronik Fakultas Sastra Universitas Sam Ratulangi, 32, 356–363.
Rosadi, F., & Karimah, N. A. N. (2022). Meningkatkan motivasi belajar siswa melalui media pembelajaran komik. Prosiding Seminar Nasional Pendidikan Dasar Dan Menengah, 1, 87–96.
Sa’diyah, T. (2022). Penerapan Pembelajaran Pendidikan Agama Islam Dalam Membentuk Karakter Pribadi Yang Islami. KASTA: Jurnal Ilmu Sosial, Hukum, Agama, Budaya Dan Terapan, 2(3), 148–159. https://doi.org/10.58218/kasta.v2i3.408
Salsabila, U. H., Bunga, N., Patih, M., Nabil, S. M., Arrashid, M. R., Sari, R., Dahlan, U. A., & Selatan, J. R. (2023). OPTIMASI GOOGLE DRIVE SEBAGAI MEDIA PEMBELAJARAN PENDIDIKAN AGAMA ISLAM. Jurnal Wahana Pendidikan, 10(1), 117–128. https://doi.org/10.25157/jwp.v10i1.9311
Salsabila, U. H., Lailatul, C., Aziza, M., Nur, R., & Zakaria, H. (2024). Pemanfaatan Fitur Kolaboratif Google Docs dalam Diskusi Pembelajaran Pendidikan Agama Islam. Jurnal Bintang Pendidikan Indonesia, 2(1), 272–282. https://doi.org/10.55606/jubpi.v2i1.2715
Salsabila, U. H., Nabil, S. M., Arrashid, M. R., & Sari, R. (2023). Optimasi Google Drive sebagai Media Pembelajaran Pendidikan Agama Islam. Jurnal Wahana Pendidikan, 10(1), 117–128. https://doi.org/10.25157/jwp.v10i1.9311
Salsabila, U. H., Rahmanti, N., Kasanah, I. N., & Kurniawan, D. S. (2022). Optimalisasi Media Youtube Sebagai Media Pembelajaran Daring. SALIHA: Jurnal Pendidikan & Agama Islam, 5(1), 92–114. https://doi.org/10.54396/saliha.v5i1.223
Sumadi, M. I. T. B. N., Putra, R., & Firmansyah, A. (2022). Peran perkembangan teknologi pada profesi akuntan dalam menghadapi industri 4.0 dan society 5.0. Journal of Law, Administration, and Social Science, 2(1), 56–68. https://doi.org/10.54957/jolas.v2i1.162
Thahir, R. (2021). Pengaruh Pembelajaran Daring Berbasis Google Classroom Terhadap Hasil Belajar Mahasiswa Pendidikan Biologi. Edukatif : Jurnal Ilmu Pendidikan, 3(4), 1936–1944. https://doi.org/10.31004/edukatif.v3i4.1123
Wahyudi, T. (2023). Membangun Strategi Pembelajaran Pendidikan Agama Islam Era revolusi Industri 4.0 dan Society 5.0. Al-Mutharahah: Jurnal Penelitian Dan Kajian Sosial Keagamaan, 20(1), 148–159. https://doi.org/10.46781/al-mutharahah.v20i1.670
Widodo, G., & Rofiqoh, K. (2020). Pengembangan Guru Profesional Menghadapi Generasi Alpha. Jurnal Ilmiah Pendidikan Citra Bakti, 7(1), 13–22. https://doi.org/10.38048/jipcb.v7i1.67
Widyantara, V. (2020). Konsep, Penggunaan, Perbandingan, Kelebihan Dan Kekurangan Serta Implikasi Google Classroom Sebagai Media Pembelajaran Jarak Jauh. Jurnal Pendidikan Vokasi Konstruksi Bangunan, 22.26(May), 1–5. https://www.researchgate.net/publication/341232720_KONSEP_PENGGUNAAN_PERBANDINGAN_KELEBIHAN_DAN_KEKURANGAN_SERTA_IMPLIKASI_GOOGLE_CLASSROOM_SEBAGAI_MEDIA_PEMBELAJARAN_JARAK_JAUH
Yonanda, D. A., Supriatna, N., Hakam, K. A., & Sopandi, W. (2022). Kebutuhan Bahan Ajar Berbasis Kearifan Lokal Indramayu untuk Menumbuhkan Ecoliteracy Siswa Sekolah Dasar. Jurnal Cakrawala Pendas, 8(1), 173–185.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Journal of Islamic Education and Ethics
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
