Implementation of Technology Based Islamic Religious Education Strategies in Postgraduate UIN Gusdur

Abstract

Era 5.0 is a time that combines technology with various areas of human life, especially those related to education. The focus of education and learning at this time lies in developing 21st century abilities and skills, for example students' creative abilities, attitudes taken in solving problems, and students' critical culture. Education in this era opens up wider opportunities for learning oriented towards inclusive education or skills to adapt to needs. However, this technological development causes changes in the learning approach taken because it has to adapt to the latest technology. So the challenges that must be faced to integrate the latest technology in learning require an overhaul of the curriculum system and technology-based learning methods. For this reason, it is necessary to increase the skills of teachers or lecturers in using technology, as well as adequate infrastructure support and educational resources. This research aims to find out how to implement technology-based Islamic religious education strategies or Technology-Enhanched Learning in UIN Gus Dur Pekalongan graduate school. The research method used is descriptive qualitative. This method is used in an effort to understand phenomena intensively through non-numerical data collection, for example words, images and documents. The findings of this research are that the technology-based Islamic religious education strategy at the UIN Gus Dur postgraduate course was implemented in 16 meetings, the details of which were: There were 13 meetings held offline or face-to-face, 1 meeting held online, and 2 meetings held online for UTS assignments and UAS. There was 1 online meeting which was held using Google Meet, in this meeting students were required to be able to create a class room and present power points online via Google Meet to conduct presentations and discussions. At the 13th to 15th meeting, students were given the task of looking for applications that could be used to support the learning system when teaching at school and then presented sequentially as when teaching in class. The final output of this lecture learning is to create content that is uploaded to each social media which contains about PAI learning at school so that students are required to be able to use video editing applications creatively.