PENDIDIKAN AGAMA ISLAM BERBASIS MEDIA TEKNOLOGI UNTUK MEMBANGUN RELIGIOUS SKILL SISWA PERSPEKTIF KONSTRUKTIVISME DI SMKN 1 SLAHUNG PONOROGO

Jurnal/Artikel Kategori Pendidikan

Artikel/Tesis
2026

This study was motivated by the gap between the rapid penetration of digital technology in the lives of Vocational High School (SMK) students and the Islamic Religious Education (PAI) learning approach, which remains dominated by conventional, teacher-centered methods, resulting in underdeveloped religious skills among students, particularly in the dimensions of digital religious literacy and digital akhlaq (morality). This study aims to describe and analyze the implementation of PAI learning, the dimensions of religious skill formed and their construction process, technology-based learning grounded in digital scaffolding and the Zone of Proximal Development (ZPD), supporting and inhibiting factors at SMK Negeri 1 Slahung Ponorogo. This study employed a qualitative approach with a descriptive-interpretive case study design within an interpretive-constructivist paradigm. Data were collected through participatory observation, in-depth interviews with fourteen informants (two PAI teachers, ten students, the headmaster, and the vice-principal for curriculum) selected through purposive sampling, and documentation study, conducted from January to June 2026. Data were analyzed using the interactive model of Miles, Huberman, and Saldana (data condensation, data display, and conclusion drawing/verification), with data validity maintained through source, technique triangulation, time triangulation, member checking, and peer debriefing. The findings reveal four main results. First, PAI learning remains dominated by a teacher-centered approach, with technology still functioning primarily as a content-delivery tool, while students' initial religious skills were uneven across dimensions. Second, the three dimensions of religious skill, practical ritual competence, digital religious literacy, and digital akhlaq, were constructed through mechanisms such as self-recorded video and peer assessment, digital investigative activities, and reflective journaling, theoretically explained through Piaget's schema accommodation and Vygotsky's social mediation. Third, teachers organically developed five forms of digital scaffolding and leveraged students' ZPD to increase learning engagement. Fourth, successful implementation was supported by school leadership, infrastructure, and teacher motivation, but hindered by limited time allocation, teachers' digital literacy, and the absence of official technical guidelines. This study can contribute to our understanding by explaining a theory that integrates Piaget-Vygotsky constructivism with the epistemology of Islamic education. This study concludes that PAI learning practices in vocational high schools are suitable and relevant to be developed through a constructivist framework that holistically builds students' religious skills.