Kesiapan Guru dalam Mengintegrasikan Teknologi Smart Board dalam Pembelajaran Pendidikan Agama Islam: Sebuah Kajian Studi Kasus Berbasis TPACK di SMP Al Ishlah Tasikmalaya

Taofiq Rahman Ahmad; Abdul Raup; Yudha Al Farisi

doi:10.58540/jurpendis.v4i2.2222

Authors

Taofiq Rahman Ahmad IAI Az-Zahra, Indonesia
Abdul Raup IAI Az-Zahra, Indonesia
Yudha Al Farisi STKIP Pasundan, Indonesia

DOI:

https://doi.org/10.58540/jurpendis.v4i2.2222

Keywords:

Teacher Readiness; Smart Board; Technological Pedagogical Content Knowledge* (TPACK); Pendidikan Agama Islam; Teknologi Pendidikan; Studi Kasus Kualitatif.

Abstract

Pemanfaatan teknologi interaktif seperti Smart Board mendorong transformasi digital pendidikan menuju pembelajaran yang lebih efektif dan berorientasi pada peserta didik. Namun, keberhasilan penerapannya bergantung pada kesiapan guru mengelolanya, aspek yang belum banyak diteliti pada pembelajaran Pendidikan Agama Islam (PAI). Studi ini menganalisis kesiapan guru mengintegrasikan Smart Board pada pembelajaran PAI di SMP Al Ishlah Tasikmalaya, sekaligus menyusun model konseptual awal Multidimensional Teacher Readiness Framework (MTRF). Penelitian memakai pendekatan kualitatif berdesain studi kasus, dengan data dihimpun melalui observasi, wawancara semi-terstruktur, dan dokumentasi terhadap guru PAI yang dipilih secara purposive. Data dianalisis mengikuti model interaktif Miles, Huberman, dan Saldãna, dipadukan dengan hybrid coding. Temuan menunjukkan bahwa kesiapan guru bersifat multidimensional, terbentuk dari lima dimensi yang saling terkait: Technological Readiness, Pedagogical Readiness, Content Integration Readiness, Institutional Readiness, dan Adaptive Readiness. Kelima dimensi ini bersama-sama membentuk kesiapan guru sehingga pembelajaran PAI berlangsung lebih interaktif, bermakna, dan berorientasi pada peserta didik. Kontribusi konseptual studi ini adalah MTRF, yang memperluas perspektif TPACK dengan menambahkan dimensi dukungan institusi dan kapasitas adaptif guru. Implikasinya, sekolah dan pengambil kebijakan perlu merancang pengembangan profesional guru secara menyeluruh, mencakup kompetensi teknologi, pedagogi, konten, dukungan institusional, dan kapasitas adaptif.

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