Arif Akbar, Juliani, Faiz Zahfa, Ahmad Fauzi, Iqbal Nur Afazi

Peran Guru dalam Memfasilitasi Pembelajaran Baca Tulis Al-Qur’an Berbasis Teknologi di TPQ Rabbani

Introduction

Peran guru dalam memfasilitasi pembelajaran baca tulis al-qur’an berbasis teknologi di tpq rabbani. Ketahui peran guru TPQ Rabbani memfasilitasi pembelajaran BTA berbasis teknologi. Guru sebagai fasilitator, desainer digital, dan motivator, meningkatkan partisipasi santri.

Abstract

Penelitian ini bertujuan untuk mendeskripsikan peran guru dalam memfasilitasi pembelajaran Baca Tulis Al-Qur’an (BTA) berbasis teknologi di TPQ Rabbani. Transformasi pembelajaran ke arah digital menuntut guru untuk mampu mengintegrasikan media dan teknologi guna meningkatkan efektivitas proses belajar-mengajar. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa observasi, wawancara mendalam, dan dokumentasi. Informan utama adalah para guru TPQ Rabbani yang aktif menggunakan media digital dalam pembelajaran. Hasil penelitian menunjukkan bahwa guru memerankan beberapa fungsi penting, yakni sebagai fasilitator teknologi, desainer pembelajaran digital, serta motivator santri dalam penggunaan media Qur’an berbasis aplikasi. Guru memanfaatkan berbagai media seperti aplikasi Qur’an digital, video interaktif, dan platform komunikasi (WhatsApp) untuk menyampaikan materi secara fleksibel. Selain itu, guru juga berperan dalam menanamkan nilai-nilai spiritual dan akhlak mulia melalui pendekatan pembelajaran yang adaptif dan kontekstual. Dengan memadukan teknologi pendidikan dan metode tradisional, guru mampu menciptakan suasana belajar yang menarik, partisipatif, dan sesuai dengan karakteristik santri di era digital. Kendala utama yang ditemukan adalah keterbatasan sarana teknologi dan variasi tingkat literasi digital guru. Oleh karena itu, diperlukan dukungan dari lembaga pendidikan maupun orang tua untuk menyediakan infrastruktur yang memadai. Kesimpulannya, peran guru sangat strategis dalam menjembatani nilai-nilai tradisi Islam dengan pendekatan teknologi modern. Integrasi ini memperluas akses pembelajaran Al-Qur’an serta meningkatkan partisipasi santri. Implikasi dari penelitian ini mendorong perlunya pelatihan literasi digital bagi guru TPQ sebagai upaya transformasi pendidikan Islam berbasis teknologi.

Review

The study, "Peran Guru dalam Memfasilitasi Pembelajaran Baca Tulis Al-Qur’an Berbasis Teknologi di TPQ Rabbani," presents a timely investigation into the evolving role of educators in Islamic religious education in the digital age. Utilizing a descriptive qualitative approach with observations, in-depth interviews, and documentation, the research effectively captures the dynamic engagement of teachers at TPQ Rabbani in integrating technology into Al-Qur'an literacy learning. The abstract clearly articulates the study's objective to describe the teacher's role and successfully delineates several critical functions, including that of a technology facilitator, digital learning designer, and student motivator for app-based Qur'an media. This highlights a commendable effort to adapt traditional teaching methods to contemporary educational demands, ultimately aiming to enhance learning effectiveness and student participation. The findings presented are particularly insightful, detailing how teachers leverage a range of digital media, such as digital Qur'an applications, interactive videos, and communication platforms like WhatsApp, to deliver content with greater flexibility and engagement. Beyond the purely technological aspect, the study importantly acknowledges the teacher's continuous role in instilling spiritual values and noble character through adaptive and contextual learning approaches. This blend of educational technology with traditional pedagogy is identified as crucial for creating an appealing and participatory learning environment suited to the characteristics of digital-era students. The strategic significance of the teacher in bridging traditional Islamic values with modern technological approaches for broader access and increased student participation is a key takeaway. While identifying significant contributions, the study also surfaces pertinent challenges, notably the limitations in technological infrastructure and varying levels of digital literacy among teachers. These constraints underscore the vital recommendations for greater support from educational institutions and parents in providing adequate resources. The implication for encouraging digital literacy training for TPQ teachers is a critical and actionable insight, reflecting a proactive approach to the digital transformation of Islamic education. This research serves as a valuable foundation, suggesting a clear path for future efforts in teacher professional development and infrastructure investment to further solidify the integration of technology in religious learning environments.

Full Text

Comments

You need to be logged in to post a comment.