Reconstruction of the TPACK Framework through Islamic Pedagogical Knowledge: Development and Effectiveness of the SmartPAI-Assisted I-TPACK-DL Model in Islamic Religious Education Learning

Siti Khoiriyah; Suttrisno Suttrisno

doi:10.63922/ijevss.v5i03.4955

Siti Khoiriyah Islamic Religious Education, Tarbiyah Faculty, Nahdlatul Ulama Sunan Giri University, Indonesia
Suttrisno Suttrisno Primary Education, Tarbiyah Faculty, Nahdlatul Ulama Sunan Giri University, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i03.4955

Keywords: differentiated learning, Islamic Pedagogical Knowledge, TPACK, Islamic Religious Education, SmartPAI

Abstract

Islamic Religious Education (PAI) learning in the digital era faces tensions between the demands of technological integration, the diversity of student characteristics, and the value orientation that is the core of Islamic education. The Technological Pedagogical and Content Knowledge (TPACK) framework has not accommodated the normative dimension of Islam, while technology-based learning practices tend to be technocentric and uniform. This research aims to develop and test the I-TPACK-DL Model, which is a differentiated PAI learning model based on the integration of TPACK with Islamic pedagogical values implemented through the SmartPAI application. The research used a Research and Development approach with three stages of field tests involving 224 Phase D junior high school students at SMPN 5 Bojonegoro and one control class. Validation was carried out by learning design experts, material experts, and media experts, while effectiveness was measured through pretest-posttest differential tests, Cohen effect size, and covariance analysis (ANCOVA). The validation results obtained percentages of 86.00% (design), 88.24% (material), and 83.53% (media) in the feasible to very feasible categories. The effectiveness test showed a significant improvement in learning outcomes in six of the seven experimental classes (85.71%), with the mean effect size evolving from 0.699 to 0.716, and superiority to the control class was demonstrated through ANCOVA (p between 0.033 to 0.043). The novelty of the research lies in the formulation of Islamic Pedagogical Knowledge (IPK) as the fourth domain of TPACK, a five-phase syntax that integrates the Joyce and Weil models with Tomlinson differentiation, as well as the positioning of SmartPAI as an implementing system, not just a medium. This model has implications for the adaptive PAI learning design without losing the orientation of manners and Islamic values.

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