Technology Integration in Islamic Education: Policy Framework and Adoption Challenges

Abstract

This study aims to find how the strategy for implementing technology integration in Islamic education is effective and how to overcome the challenges of adopting technology integration in Islamic education. The method used in this study is a descriptive qualitative approach. Qualitative descriptive research is research that produces descriptive data in the form of written or spoken words from people and observable behavior. The type of research used in this research is literature study. Data analysis was carried out using a descriptive analysis, by looking for patterns and finding themes that emerged from the materials collected. This study was analyzed by the stages of data collection, data presentation, data condensation and drawing conclusions. The results of the study show that the strategy for implementing technology integration in Islamic education is through improving technology infrastructure, training and professional development for teachers and education managers, preparing relevant digital Islamic content, and a technology-based curriculum approach. Addressing the challenges of adopting technology integration in Islamic education through increasing the accessibility of technology, developing technology training and certification programs for teachers, diversifying funding sources for technology integration, and a flexible approach to curriculum development and evaluation

Continuance intention of digital education in traditional Indonesian higher education: Policy implication forward

“…This evolution is particularly noteworthy in Indonesian Islamic higher education, where traditional methods and face-to-face interactions have long been the cornerstone of the educational experience (Adhi et al, 2022). However, as the demand for online learning continues to grow globally, it becomes imperative to reassess preconceived notions and assumptions that may have shaped our understanding of students' attitudes towards this emerging educational paradigm (Sholeh, 2023).…”

“…Navigating these challenges requires a multifaceted approach that involves collaboration between government agencies, educational institutions, and technology providers. By bridging the digital divide, fostering digital literacy among lecturers and students, and developing culturally sensitive and linguistically appropriate online learning resources, the integration of OTL can become a reality, empowering students to embrace the opportunities of the digital age while preserving the rich traditions of Islamic education (Sholeh, 2023).…”

Actualization of Contemporary Islamic Education Concepts: A Study of the Thoughts of Sayyid Naquib Al-Attas and Buya Hamka

“…Referring to the statements of Al-Faruqi, Naquib al-Attas, and Khursid Ahmad, it seems that the implementation of Islamic education by Muslims has been flawed, both in terms of concept and actualization. Therefore, there is a need for reconceptualization, reformulation, reform, and reconstruction or rearrangement of everything related to the implementation of Islamic education (Sholeh, 2023).…”

Implementation of Academic Supervision through Islamic Religious Education Supervisors in Improving the Performance of Arabic Language Education Teachers at MTs Anwarul Hidayah

“…Geographically, this was used as a reason for the researchers to conduct research at MTs Anwarul Hidayah, with its geographic location not far from the district road, the researchers wanted to know how the supervision process was at the school. Another reason, researchers say that on average there is only one PBA teacher per MTs (Sholeh, 2023).…”