Technology-Enhanced Learning Models In Islamic Religious Education: A Literature Review Of Computer-Based, Web-Based, Social, And Adaptive Learning

Abstract

The rapid development of digital technology has significantly transformed the educational landscape, including the teaching and learning process in Islamic Religious Education (IRE). Learning technology has emerged as an innovative solution for improving the effectiveness, efficiency, and quality of education through the implementation of various technology-enhanced learning models. This study aims to analyze and describe several learning technology models, namely Computer-Based Instruction (CBI), Web-Based Instruction (WBI), Social Technology Learning, and Adaptive Learning, as well as examine their implications for Islamic Religious Education. The study employed a qualitative approach using a literature review method based on scholarly journal articles, books, research reports, and other relevant academic publications. Data were analyzed through content analysis to identify the characteristics, strengths, limitations, and potential applications of each learning model. The findings indicate that Computer-Based Instruction enhances independent learning through interactive content and immediate feedback, Web-Based Instruction expands access to learning resources and online collaboration, Social Technology Learning promotes interaction and collaborative learning through social networking platforms, and Adaptive Learning enables personalized learning experiences based on individual learner needs and abilities. In the context of Islamic Religious Education, these four models have significant potential to improve learning quality while maintaining the Islamic values that serve as the foundation of the educational process. Therefore, the integration of learning technologies into Islamic Religious Education should be implemented strategically and learner-centeredly to address the challenges of education in the digital era.