The commodification of economic perspectives in Islamic Religious Education Studies on social media

Fathurahman, Heri; Umasih, Umasih; Gumelar, Gumgum; Hadiyanto, Andy; Azzahra, Assyifa Amelia

doi:10.21831/informasi.v51i1.38516

Cited by 1 publication

(1 citation statement)

References 16 publications

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“…The distribution regarding the use of learning media for Islamic religious education is very varied, as is the result of research on the use of innovative learning media in Islamic religious education subjects, such as the use of social media (Fathurahman et al 2021), Youtube (Nawwaroh, Istikomah, and Rashed 2022), Tik-Tok (Muvid et al 2023;Tanjung and Mardianto 2023), Whatsapp (Anggraeni and Maryanti 2021;Nurhakim and Sunhaji 2022). Apart from that, Islamic religious education teachers also develop Android-based learning media (Airlangga, Muslim, and ... 2023) and educational games (Firdaus, Tabroni, and Megawati 2022;Prayogi, Isbah, and Ali 2023;Zainuddin 2023).…”

Section: Introductionmentioning

confidence: 99%

Islamic Religious Education Learning Media in the Technology Era: A Systematic Literature Review

Huda,

Arif,

Rahim

et al. 2024

At-tadzkir

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Studies on using Islamic religious education instructional media by educators exhibit considerable diversity, with several study findings emerging over the past decade. Notably, incorporating social media platforms such as YouTube and TikTok has been explored to enhance the learning experience. This study aims to achieve two primary goals based on the provided data. There are two main points to consider: firstly, the importance of selecting learning materials for Islamic religious education in the modern age, and secondly, the prevalence of technology-based learning media teachers utilize in Islamic religious education classes. A systematic literature review was employed by searching for results of scientific publications on the global indexation platform (Scopus-Google Scholar) with a period of 2014–2024 by PRISMA analysis. The research results show that the urgency of learning media for Islamic religious education can influence every learning process. Moreover, in the digital era, accessibility and inclusivity are absolute choices that teachers must pay attention to so that every Islamic religious education lesson can run according to the challenges of the times (student needs), be able to increase motivation and influence student learning outcomes. Meanwhile, the distribution of learning media used by Islamic religious education teachers in the technological era is divided into two categories: first, technology-based learning media without an internet network, and second, technology-based learning media with an internet network.

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