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RESPONS DAN ADAPTASI GURU PAI TERHADAP DIGITALISASI PEMBELAJARAN DI MTS NEGERI 9 SLEMAN
The digitization of learning has brought about real changes in the world of education today, with various digital technologies being applied in the learning process. The main objective of this change is to improve the effectiveness and quality of learning itself in order to keep pace with developments and the needs of the times. Teachers are faced with the demand to master technology and implement it in the learning process. However, not all teachers have adequate skills in using technology, especially older teachers. This study aims to analyze the responses and adaptations of PAI teachers to the digitalization of learning at MTs Negeri 9 Sleman. This type of research is qualitative with a case study approach. The informants in this study were 7 people, namely 4 PAI teachers and 3 students of MTs Negeri 9 Sleman. Data collection techniques used observation, interviews, and documentation. Data validity testing techniques using triangulation techniques and source triangulation. Data analysis techniques are carried out through several steps, namely, processing and preparing data, reading the entire data, analysing in more detail by coding data, applying the coding process, presenting data, and interpreting or interpreting data. Data coding in this study used ATLAS.ti. The results showed that: 1) PAI teachers responded positively to the The results of the study indicate that: 1) In implementing digitalization in learning, teachers face various problems such as limited digital skills, especially for older PAI teachers, internet access and quota constraints, learning applications such as JMD that often experience errors, and longer preparation times. 2) PAI teachers respond positively to the digitalization of learning. The responses demonstrated by teachers include affective responses in the form of optimism and emotional acceptance of digitalization, as well as conative responses in the form of concrete actions in applying digital media in the learning process. 3) PAI teachers' adaptation to digitalization in learning is carried out in various ways, including participating in formal training conducted by the Ministry of Religious Affairs of the Republic of Indonesia, self-learning, learning and collaborating with fellow teachers, and utilizing previous experiences. The adaptation process undertaken by PAI teachers can also be seen in the lesson plans they use for teaching in the classroom, where PAI teachers utilize various digital media for learning. This adaptation places teachers in the recovery phase, which is the phase of adjusting to the changes that have occurred. The results of this study emphasize the importance of continuous training for teachers, the provision of adequate infrastructure in madrasah environments, and digital learning innovations that align with students' needs and the progression of the times.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
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