Faizatur Rafi’ah, Zulfani Sesmiarni

Korelasi Pemanfaatan Media Pembelajaran Digital dengan Hasil Belajar Mata Pelajaran Pendidikan Agama Islam di SMPN 4 Payakumbuh

Introduction

Korelasi pemanfaatan media pembelajaran digital dengan hasil belajar mata pelajaran pendidikan agama islam di smpn 4 payakumbuh. Teliti korelasi pemanfaatan media pembelajaran digital dengan hasil belajar PAI di SMPN 4 Payakumbuh. Studi ini menunjukkan tidak ada hubungan signifikan.

Abstract

The use of digital learning media in Islamic Religious Education (PAI) instruction has received considerable attention in various studies, but research specifically analysing its relationship with PAI learning outcomes in schools implementing digital classes remains relatively limited. This study aimed to analyse the relationship between the use of digital learning media and PAI learning outcomes among students in the Grade VIII Digital Class at SMP Negeri 4 Payakumbuh. This study employed a quantitative approach with a correlational design. The participants comprised 95 students selected using total sampling. Data were collected through a questionnaire to measure the use of digital learning media and documentation of students’ PAI learning outcome scores. The data were analysed using descriptive statistics, prerequisite analysis tests, Spearman’s rank correlation, and simple linear regression with the assistance of IBM SPSS Statistics version 27. The results showed that the use of digital learning media was classified as good but was not significantly related to PAI learning outcomes. This was indicated by a correlation coefficient of 0.073 with a significance value of 0.481 (p > 0.05) and an R-squared value of 0.000, indicating that the use of digital learning media did not contribute to the variation in students’ learning outcomes. These findings confirm that a good level of digital media use is not directly associated with improved PAI learning outcomes because learning outcomes may be influenced by various other factors. This study enriches the literature on digital learning, particularly regarding the relationship between digital media use and PAI learning outcomes. The practical implication is that teachers need to integrate digital media with interactive and student-centred learning strategies, while future research should examine other factors related to PAI learning outcomes.

Review

This study investigates the crucial relationship between the utilization of digital learning media and learning outcomes in Islamic Religious Education (PAI) among students in a digital class setting. Addressing a perceived gap in the literature concerning this specific context, the research aimed to determine if there is a significant correlation between these two variables at SMP Negeri 4 Payakumbuh. Employing a quantitative approach with a correlational design, the study rigorously selected 95 Grade VIII students via total sampling, ensuring a comprehensive participant pool for the analysis. The research's focus on a "digital class" context adds a relevant dimension to the ongoing discourse about technology integration in education. Methodologically, the study collected data through a structured questionnaire to assess students' engagement with digital learning media and utilized documentation of PAI learning outcome scores, providing clear and direct measures for both variables. The data underwent thorough analysis using descriptive statistics, prerequisite tests, Spearman’s rank correlation, and simple linear regression, all powered by IBM SPSS Statistics. The findings revealed that while the use of digital learning media was rated as 'good' by students, it paradoxically showed no significant statistical relationship with their PAI learning outcomes. This was evidenced by a very low correlation coefficient (0.073) and a significance value (0.481) well above the 0.05 threshold, alongside an R-squared value of 0.000, indicating no predictive power for learning outcome variation. These results significantly contribute to the existing literature by challenging a common assumption that good digital media use directly translates to improved learning outcomes, particularly in subjects like PAI. The study adeptly concludes that learning outcomes are multifaceted and influenced by numerous other variables, moving beyond a simplistic cause-and-effect model. Practically, the findings underscore the need for educators to move beyond mere adoption of digital tools towards integrating them with interactive, student-centred pedagogical strategies to maximize their educational impact. For future research, this study provides a strong foundation, suggesting further exploration into these "other factors" that likely mediate or moderate the relationship between digital media use and academic achievement in religious education.

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