Optimalisasi Kompetensi Digital Guru dalam Pembelajaran Pendidikan Agama Islam

Abstract

Advances in digital technology require Islamic Religious Education (IRE) teachers to possess digital competencies so they can integrate technology effectively, ethically, and responsibly into their teaching. This study aims to examine the level of digital competencies among IRE teachers, the barriers and enabling factors, their application in pedagogical practice, and the implications for teachers’ professional development. The study employs a qualitative approach using a literature review method. Secondary data were sourced from relevant journal articles and analyzed using content analysis. The results indicate that teachers’ digital competencies are not yet uniform. Information management and communication skills are relatively strong, while digital security, technical problem-solving, and content production remain weak. Major barriers include limited digital literacy, training, infrastructure, and internet access. Continuous training, mentoring, learning communities, and institutional support serve as enabling factors. Efforts to strengthen the digital competencies of Islamic Education (PAI) teachers must be conducted continuously and integrated with pedagogical competencies and Islamic values so that the use of technology supports the quality of learning and the character development of students.