Digital Learning Ecosystem as a Foundation for Metaverse-Supported Islamic Religious Education: A Case Study at Muhammadiyah Junior High School PK Kottabarat

Abstract

The rapid development of digital technology has transformed educational practices and encouraged schools to develop more interactive, connected, and technology-supported learning environments. In Islamic Religious Education (IRE), digital technologies can improve material presentation, accessibility, student engagement, and contextual understanding while providing an important foundation for future metaverse-supported learning. This study aims to analyze the digital learning ecosystem at Muhammadiyah Junior High School PK Kottabarat and its relevance as a foundation for metaverse-supported Islamic Religious Education, focusing on technology implementation, perceived effectiveness, supporting factors, inhibiting factors, and contributions to the learning process. This study employed a qualitative approach with a case study design. The participants consisted of one teacher and two students selected through purposive sampling based on their direct involvement in technology-supported learning. Data were collected through semi-structured interviews conducted over approximately two hours and analyzed through data condensation, data display, and conclusion drawing. Data credibility was strengthened through source triangulation by comparing and cross-checking teacher and student responses. The findings show that digital technology has been effectively integrated into Islamic Religious Education through Smart TVs, laptops, PowerPoint presentations, YouTube videos, internet access, visual learning materials, and other digital resources. Teachers and students perceive these technologies positively because they make learning more engaging, understandable, efficient, accessible, and less monotonous. Parental support, adequate technological facilities, students’ familiarity with digital media, and institutional commitment constitute the main supporting factors, while electricity disruptions, network instability, and device connectivity remain technical constraints. The study concludes that Muhammadiyah Junior High School PK Kottabarat has established a well-developed digital learning ecosystem that provides a strong foundation for the future implementation of metaverse-supported Islamic Religious Education. Further development toward fully immersive metaverse learning requires stronger infrastructure, enhanced teacher competence, reliable technical support, appropriate pedagogical design, and dedicated immersive platforms.