Application of Technology in Teaching and Facilitating of Islamic Education in 4thIndustrial Revolution: A Review

Abstract

This paperwork discussed the application of technology specifically in the flow of 4 th Industrial Revolution in the teaching aids of teaching and learning. The main teaching aids are presented as a proposal to be applied in the teaching and learning of Islamic Education. Among them are the uses of PowerPoint, Websites and so on. The methodology of the study was based on "Systematic Literature Review" (SLR) method by examining books, journals and previous studies related to the topic of discussion and the content requirements analysis was adopted to obtain the results. However, there is a need to study in depth the use of technology so that the application can really contribute to the effectiveness of teaching and facilitating (PdPc). The choice of high technology teaching aids should be done with particular care, especially in Islamic Education so that it is suitable for academic use and can be integrated with traditional teaching methods.

Islamic Education Teachers’ Technological Pedagogical Content Knowledge (TPACK): A Study In Indonesia

“…In addition to being able to develop the four core competencies of Twenty First-century education and developing religious character (akhlakul karimah), Islamic education teachers must be able to have good technological skills. This is in accordance with the characteristics of twenty first-century learning, namely the use of technology and information (Jima'ain et al, 2019).…”

Challenges of industrial revolution 4.0: quantity surveying students' perspectives

“…, 2020; Kasim and Razali, 2021) and the impact of IR4.0 adoptions (Kozlovska et al. , 2021), with only one study by Jima'ain et al. (2020) that conducted with students on the challenges from the skill aspects (e.g.…”

“…With a profound understanding of IR4.0 evolution and implementation, it seems crucial for higher education to introduce IR4.0 at the early stage of quantity surveying education, as this could allow higher institutions to position themselves and prepare future QS that would be able to meet the industrial demand (Tan et al, 2017). Current studies had investigated the drivers of implementing IR4.0 (Demirkesen and Tezel, 2021), challenges faced by the industrial stakeholders (Alaloul et al, 2020;Kasim and Razali, 2021) and the impact of IR4.0 adoptions (Kozlovska et al, 2021), with only one study by Jima'ain et al (2020) that conducted with students on the challenges from the skill aspects (e.g. communication and networking skill) from four public higher education institutions in West Malaysia.…”