@mastersthesis{digilib74374,
           month = {October},
           title = {STRATEGI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM MENGHADAPI ERA SOCIETY 5.0 DI SMA NEGERI 8 YOGYAKARTA},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 23204012035 Ushie Uswatun Hasanah},
            year = {2025},
            note = {Prof. Dr. Tasman Hamami, M.A.},
        keywords = {Strategi Pembelajaran PAI, Society 5.0, Literasi Digital, Pembelajaran Berbasis Proyek, Tantangan Pembelajaran},
             url = {https://digilib.uin-suka.ac.id/id/eprint/74374/},
        abstract = {The transformation toward the Society 5.0 era PAI learning that is not only
oriented toward knowledge transfer but also toward the formation of students?
religious character and digital literacy. This study aims to: (1) analyze the Islamic
Education learning strategies implemented at SMA Negeri 8 Yogyakarta in
response to the demands of the Society 5.0 era; and (2) examine the challenges
encountered in applying these strategies.
This research employs a qualitative approach with a phenomenological
field study design. The research subjects include the principal, vice principal for
curriculum affairs, Islamic Education teachers, and three students. Data were
collected through in-depth interviews, participatory observation, and
documentation from February to June 2025. Data validity was ensured through
triangulation of sources, techniques, and time; analysis followed the Miles \&
Huberman interactive model, which includes data condensation, data display, and
conclusion drawing and verification.
The findings reveal two key points. First, the Islamic Education learning
strategies implemented are adaptive to the demands of Society 5.0 by integrating
Islamic values and digital literacy through the use of Learning Management
Systems (LMS), interactive videos, and online quizzes using Kahoot and Quizizz,
complemented by contextual project-based learning in digital da?wah. Second, the
challenges include unequal access to devices and networks, varying levels of digital
literacy among teachers and students, and the consistency of internalizing religious
values in digital spaces. These challenges are addressed through blended learning,
collaborative group work, and the use of printed modules.
The study concludes that the Islamic Education learning strategies at SMA
Negeri 8 Yogyakarta have successfully integrated technology, Islamic values, and
character building in a harmonious manner. The implication is the need to
strengthen information technology infrastructure and enhance the digital
competence of Islamic Education teachers to ensure more effective, equitable, and
sustainable learning in the Society 5.0 era.}
}