A Mixed Methods Study on the Use of Interactive Multimedia Device in Islamic Education: Students’ Perceptions, Competencies and Participation
With the advent of the Fourth and Fifth Industrial Revolutions (Industry 4.0, Industry 5.0), the use of interactive multimedia is urgently needed to solve some teaching and learning problems. Based on theories, the use of interactive multimedia can increase student learning activities, eliminate bor...
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| Summary: | With the advent of the Fourth and Fifth Industrial Revolutions (Industry 4.0, Industry 5.0), the use of interactive multimedia is urgently needed to solve some teaching and learning problems. Based on theories, the use of interactive multimedia can increase student learning activities, eliminate boredom, and reduce learning
difficulty. It can improve the quality of learning, not only in science subjects but also in the Islamic religious education (PAI) subject. The use of interactive multimedia in teaching is an effort to achieve learning goals, not only in the cognitive aspect but also the affective and psychomotor aspects. Therefore, the use of interactive multimedia in learning PAI must be able to develop the attitudes, character, morals, and faith of the students. There are several issues in teaching PAI, namely unexciting teaching methods, low activeness, and tendency to focus only on the cognitive aspect alone. This study aims to examine students' perceptions towards the use of interactive multimedia to learn PAI; examine the effect of using interactive multimedia on student competence; examine the mediating effect of student participation on interactive multimedia and student competence; and investigate the obstacles of learning PAI using interactive multimedia-based application. This study employed the mixed-methods research design, collecting both quantitative and qualitative data. Qualitative data were collected through focus group discussions (FGD), while quantitative data were collected using a questionnaire. Qualitative data were analyzed using thematic analysis, while quantitative data using ANOVA, regression, and path analysis. The results indicated that 1.a) Most students (97.44%) had a positive perception towards the use of interactive multimedia to learn PAI, M = 3.9. 1.b) There was a significant difference in students' perceptions towards the use of interactive multimedia by age (p = 0.046), gender (p =
0.011), and school (p = 0.026). 2) The use of interactive multimedia had significant effect on student competence, p = 0.029, t value =2.296> t table 1.978. 3.a) Using interactive multimedia to learn PAI had a significant effect on students' perceptions, p < 0.000. 3.b) The use of interactive multimedia had a significant effect on student participation, p < 0.006. 3.c) Students' perceptions towards the use of interactive multimedia had a significant effect on student participation, p < 0.000. 3.d) Students’ perceptions mediated the effect of interactive multimedia on student participation, p < 0.000. The findings have practical implications for teachers, schools, and the government. The sample schools should continue to implement interactive multimedia,
while other schools may consider adopting it. |
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