@mastersthesis{digilib74808,
           month = {December},
           title = {KOMPETENSI GURU FIKIH DALAM MENGIMPLEMENTASIKAN TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) SERTA DAMPAKNYA TERHADAP PEMAHAMAN KONSEPTUAL DAN KETERAMPILAN KOLABORATIF SISWA DI MAN 5 SLEMAN},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 23204011005 Nadhifa Fajrin},
            year = {2025},
            note = {Dr. H. Karwadi, S.Ag, M.Ag.},
        keywords = {Kompetensi Guru, TPACK, Fikih, Pemahaman Konseptual, Keterampilan Kolaboratif},
             url = {https://digilib.uin-suka.ac.id/id/eprint/74808/},
        abstract = {The background of this research is the challenge of 21st-century education which demands teachers integrate technology into learning, particularly through the Technological Pedagogical and Content Knowledge (TPACK) framework, to enhance students? conceptual understanding and collaborative skills, including in the context of Islamic Religious Education (Fiqh). This study aims to analyze the competence of Fiqh teachers in implementing TPACK and examine its impact on students' conceptual understanding and collaborative skills at MAN 5 Sleman.
This research employed a qualitative approach with a phenomenological design adapted to analyze teaching practices. Primary data sources were gathered through interviews (2 Fiqh teachers, 8 students, and the Vice Head of Curriculum), participatory observation in the classroom, and document analysis (teaching modules, lesson plans/RPP). Data analysis used the Stevick-Colaizzi-Keen (SCK) model through horizontalization and the classification of meaning (Cluster of Meaning).
The findings reveal: (1) Fiqh teachers? TPACK competence is at the "Adapting" level, successfully integrating deep Fiqh content, discussion-based pedagogy, and digital tools (LCD, PowerPoint, Google Forms, JMD). (2) TPACK implementation significantly enhances students? conceptual understanding by fostering systematic thinking and critical analysis through digital visualization. (3) Teachers? TPACK proficiency strengthens collaborative skills, as evidenced by students? ability to work productively using digital platforms (WhatsApp, Canva, AI), active contribution, and mutual respect in group tasks. In conclusion, TPACK successfully transforms Fiqh learning at MAN 5 Sleman into an interactive, contextual, and collaborative process, effectively developing both religious mastery and 21st-century skills.}
}