IMPLEMENTASI TECHNOLOGICAL, PEDAGOGICAL, AND CONTENT KNOWLEDGE (TPACK) BERBASIS SPIRITUAL TEACHING UNTUK MENANAMKAN NILAI-NILAI RELIGIUS MAHASISWA PENDIDIKAN AGAMA ISLAM DI UNIVERSITAS AHMAD DAHLAN

Ainun Amaliya Paramita, NIM.: 23204012006 (2026) IMPLEMENTASI TECHNOLOGICAL, PEDAGOGICAL, AND CONTENT KNOWLEDGE (TPACK) BERBASIS SPIRITUAL TEACHING UNTUK MENANAMKAN NILAI-NILAI RELIGIUS MAHASISWA PENDIDIKAN AGAMA ISLAM DI UNIVERSITAS AHMAD DAHLAN. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The development of the modern era, characterized by technological advancement, brings particular challenges for Islamic Religious Education students, especially in maintaining religious values amid the wave of digitalization. The degradation of religious values manifested in decreased consistency in worship, academic dishonesty, and materialistic lifestyles demands a learning approach that not only transfers knowledge but also deeply internalizes religious values. This phenomenon indicates the need for a learning strategy capable of integrating technological competence with spiritual strengthening, so that students are not only academically skilled but also possess solid religious character. In this context, this research seeks to examine how learning with a spiritual teachingbased TPACK approach can serve as a solution in instilling religious values in students of the Islamic Religious Education Study Program at Universitas Ahmad Dahlan, as well as analyzing the condition of students' religious character and the implications of implementing this approach on strengthening their religiosity dimensions. This research employs a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation to obtain in-depth and comprehensive data regarding the phenomenon under study. The research subjects consist of 16 informants including the Dean of the Faculty of Islamic Studies UAD, the Head of the Islamic Religious Education Study Program UAD, 3 lecturers teaching Islamic Religious Education courses, and 12 Islamic Religious Education students at UAD who were purposively selected based on their involvement in the learning process. Data analysis uses the Miles and Huberman model with stages of data condensation, data display, and conclusion drawing to ensure the validity and reliability of research findings. The analysis process was conducted iteratively and systematically to identify significant patterns emerging from field data regarding students' religious character conditions, the implementation of spiritual teaching-based TPACK learning, and its implications for instilling religious values. The research results show that: First, the condition of UAD Islamic Religious Education students' religious character demonstrates a strong foundation of faith cognitively, but still experiences fluctuations in the consistency of worship practice, morals, religious social engagement, and spiritual independence influenced by academic pressure and digital era challenges. Second, the implementation process of TPACK learning based on spiritual teaching is carried out through the integration of seven TPACK components (CK, PK, TK, PCK, TCK, TPK, and TPACK) in three stages (planning, implementation, and evaluation) by applying six aspects of spiritual teaching, namely exemplary conduct, placing students as learning subjects, softening hearts, sowing love, being consistent in carrying out mandates, and indicators of love in learning. Third, the implications of learning have a significant impact on strengthening five dimensions of students' religious values, namely increasing spiritual awareness in the aspect of faith, consistency in worship implementation, forming noble character through exemplary conduct and habituation, strengthening religious social care through digital da'wah, and developing spiritual independence through value internalization and self-regulation abilities.

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