Penggunaan Pembelajaran Digital dalam Meningkatkan Motivasi Belajar PAI di Era Transformasi Teknologi pada Siswa MTs Geologi Perunggu

Abstract

Digital transformation has changed the learning environment in madrasahs, including in Islamic Religious Education (PAI). The main challenge concerns not only the availability of digital devices but also the pedagogical integration of technology to sustain students’ attention, active participation, independence, and learning motivation. This study aimed to analyze the use of digital learning to enhance motivation for learning PAI among students at MTs Geologi Perunggu and to identify relevant media, supporting factors, barriers, and implementation strategies. The study employed a descriptive qualitative approach with a literature review design. A total of 25 references published between 2020 and 2026 were synthesized, focusing on digital learning, learning motivation, gamification, interactive videos, digital literacy, educational technology, and technology integration in PAI instruction. The synthesis results showed that digital learning can strengthen students’ attention, interest, participation, independence, and perseverance when its use is aligned with clear learning objectives and supported by meaningful teacher–student interactions. Videos, interactive presentations, electronic books, learning management systems, digital quizzes, gamification, Canva, and immersive technologies can create more diverse learning experiences. However, the effectiveness of digital learning can be hindered by disparities in access to devices, network instability, teachers’ limited digital competence, distractions, and digital fatigue. This study concludes that digital learning in PAI needs to be implemented through a balanced model that integrates technology, pedagogical design, teacher guidance, collaborative activities, formative assessment, and Islamic character formation. These findings provide a conceptual foundation for teachers and madrasahs to design digital PAI instruction that is relevant, adaptive, and oriented toward enhancing students’ learning motivation.