Digital Technology Integration in Akidah Akhlak Learning: A Descriptive Study of Classroom Assessment and Participation in Grade 5 at MI Al-Ishlah, Sorong City
DOI:
https://doi.org/10.47945/misool.v8i1.3343Keywords:
Classroom Participation, Classroom Study, Digital Learning Media, Islamic Moral Education, Primary EducationAbstract
Digital devices have spread across Indonesian madrasah faster than evidence on how they are used in Islamic moral education. This descriptive study documents how digital technology was integrated into one Akidah Akhlak lesson and reports the accompanying class-level assessment records and observed participation in Grade 5 at MI Al-Ishlah, Sorong City, Southwest Papua. Data comprised structured observation of a 45-minute lesson on 23 May 2026, interviews with the teacher and the head of the madrasah, group interviews with students, and documentation of assessment records. The class enrolled 27 students; complete assessment records at both time points and full observational coverage were available for 25, who constitute the analysis group. The teacher combined a laptop, a projector, and a smart TV with demonstration, small-group discussion, and presentation. The class mean was 65 before and 82 after the lesson, and students meeting the mastery criterion numbered 12 (48%) and 22 (88%) of 25. Among the 25 observed students, 20 (80%) were classified as active, 3 (12%) moderately active, and 2 (8%) less active. Because the design has no comparison group, no randomisation, and no individual-level data, results are reported as descriptive patterns in a single classroom rather than as effects of technology.
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