PEMBELAJARAN BERBASIS STRATEGI TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) DALAM MENINGKATKAN HASIL BELAJAR PENDIDIKAN AGAMA ISLAM DI SLB ISLAM QOTHRUNNADA YOGYAKARTA

Indriana, NIM.: 22204011074 (2024) PEMBELAJARAN BERBASIS STRATEGI TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) DALAM MENINGKATKAN HASIL BELAJAR PENDIDIKAN AGAMA ISLAM DI SLB ISLAM QOTHRUNNADA YOGYAKARTA. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Technological Pedagogical and Content Knowledge (TPACK) Strategy-Based Learning in Improving Islamic Religious Education (PAI) Learning Outcomes at SLB Islam Qothrunnada Yogyakarta. This study aims to: 1) To find out how the planning steps in the implementation of the Technological Pedagogical and Content Knowledge strategy in PAI subjects at SLB Islam Qothrunnada. 2) To understand the process of applying the Technological Pedagogical Strategy and Content Knowledge in PAI subjects at SLB Islam Qothrunnada. 3) to analyze the supporters and obstacles in the application of the Technological Pedagogical and Content Knowledge strategy strategy in PAI subjects at SLB Islam Qothrunnada. The type of research is field research, with this study based on qualitative research aims to understand in depth how the integration of technology, pedagogy, and knowledge content in the framework of TPACK affects the learning process. Data was collected through participatory observation in the classroom, in-depth interviews with teachers and students, and analysis of learning documents. The researcher directly observed the implementation of the TPACK strategy in the natural setting of Islamic Religious Education learning, recorded teacher-student interactions, and explored participants' perceptions of the effectiveness of this approach. Data analysis is carried out inductively to identify the main themes that emerge. The results of this study are: Based on data obtained through observation, interviews, and documentation, it was found that: (1) The TPACK learning design is realized in the form of a lesson plan that integrates pedagogical knowledge, content, and technology, adjusted to the needs of students with special needs; (2) Implementation involves the use of technology in three stages of learning, with adjustments to the special needs of students; (3) Supporting factors include teacher competence, student enthusiasm, availability of facilities, and curriculum flexibility, while inhibiting factors include limited technological competence of some teachers, limited infrastructure, cost, and difficulty in adjusting methods for students with special needs. This study shows the potential and challenges of implementing TPACK in improving the quality of PAI learning for students with special needs.

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