The Transformation of Islamic Education Learning Methods Through Digital Technology in Schools With a Low Culture of Religiousness

Abstract

This study aims to examine the transformation of Islamic Education learning based on digital technology in a school characterized by a low level of religiosity in its social environment. This research employed a descriptive qualitative approach with a case study method. Data were collected through in-depth interviews and field observations. The findings indicate that the transformation of Islamic Education learning through digital technology at Boedi Utomo Private High School, Maos, Cilacap, significantly improved the effectiveness of learning in a context where religious culture is not strongly embedded. The integration of relevant digital media and interactive pedagogical approaches enabled students to become more actively engaged and reflective in understanding Islamic teachings. They showed progress in comprehending Islamic values, participating in religious discussions, and developing 21st-century skills such as critical thinking, digital literacy, collaboration, and visual communication. Moreover, this learning transformation also nurtured a more contextual religious awareness. Students became more selective in engaging with online da’wah content and were actively involved in sharing positive and constructive Islamic values through social media platforms. These findings suggest that digital-based Islamic education can serve as a bridge for contextualizing Islamic values among students in secular or low-religiosity environments.