PEDAGOGICAL ADAPTATION OF ISLAMIC RELIGIOUS EDUCATION TEACHERS IN RESPONDING TO STUDENTS’ DIGITAL MEDIA-ORIENTED LEARNING RESPONSIVENESS AT SMP NEGERI 31 PURWOREJO
DOI:
https://doi.org/10.54437/ilmuna.v8i2.3470Keywords:
Pedagogical Adaptation; Student Engagement; Digital Learning; TPACK; Islamic Religious EducationAbstract
The rapid development of digital technology has influenced students’ learning characteristics, including those involved in Islamic Religious Education (IRE) learning. Students tend to demonstrate higher levels of attention, participation, and enthusiasm when learning activities incorporate digital media rather than conventional instructional methods. This study aimed to describe students’ digital media-oriented learning responsiveness and to analyze the pedagogical adaptation of Islamic Religious Education teachers in responding to this phenomenon at SMP Negeri 31 Purworejo. The study employed a qualitative approach with a case study design. Data were collected through classroom observations, semi-structured interviews, and documentation involving one Islamic Religious Education teacher and four seventh-grade students. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing and verification. The findings revealed that students exhibited higher learning responsiveness in digital media-based learning environments, as reflected in increased attention, engagement, and enthusiasm throughout the learning process. The study also found that the teacher implemented pedagogical adaptations through adjustments in instructional strategies, the utilization of interactive digital media, more participatory classroom management, and technology-based assessment practices. This study concludes that students’ digital media-oriented learning responsiveness serves as an important factor driving teachers’ pedagogical adaptation. These findings contribute to the advancement of Islamic Religious Education scholarship by highlighting the importance of integrating technology, pedagogy, and content in ways that are responsive to students’ learning characteristics in the digital era.
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