IMPLEMENTING THE TPACK FRAMEWORK IN ONLINE PRIVATE QUR'ANIC LEARNING FOR YOUNG ADULTS IN NON-FORMAL ISLAMIC EDUCATION
DOI:
https://doi.org/10.64877/alirfan.v2i02.166Keywords:
Case study, Islamic education, online learning, TPACK, young adult learnersAbstract
The rapid development of digital technology has transformed Qur'anic learning into online environments. However, many online Qur'anic learning practices remain technology-oriented without effectively integrating technology, pedagogy, and instructional content. This study aimed to analyze the implementation of the Technological Pedagogical Content Knowledge (TPACK) framework developed by Punya Mishra and Matthew J. Koehler in online private Qur'anic learning for young adults at a non-formal Qur'anic Learning Institution (pseudonym). This qualitative case study involved one online Qur'anic instructor. Data were collected through in-depth interviews, observations of Google Meet learning sessions, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. Data trustworthiness was ensured through source and method triangulation and member checking. The findings reveal that all seven TPACK components were implemented in an integrated manner. The instructor utilized Google Meet, PowerPoint, recording features, and WhatsApp to support synchronous and asynchronous learning. Learner-centered pedagogy was implemented through individualized Iqra' and talaqqi methods, flexible pacing, immediate corrective feedback, and continuous progress evaluation. Tajwid, tahsin, and makhārij al-ḥurūf were taught through demonstrations, repetitive practice, and gradual scaffolding. The integration of technology, pedagogy, and content supported interactive learning and teacher–learner communication. According to the instructor's observations, learners demonstrated improvements in Qur'anic reading fluency and accuracy during the learning process, while digital platforms facilitated opportunities for practice beyond synchronous sessions. The study concludes that online Qur'anic learning depends on the instructor's ability to integrate technology, pedagogy, and content according to learners' individual needs.
References
Alanshori, Z., & Zahidi, S. (2025). Pendidikan Islam Era Globalisasi. Ta’lim: Jurnal Studi Pendidikan Islam, 8(1), 80–90. Https://Doi.Org/10.52166/Talim.V8i1.8762
Dickerson, C., Levy, R., Jarvis, J., & Thomas, K. R. (2022). Using A Teacher Knowledge Framework To Connect Teaching Practice With Theory. Practice, 4(3), 191–211. Https://Doi.Org/10.1080/25783858.2022.2115942
Fahmi, R. (2025). Optimalisasi Al-Qur’an Digital Sebagai Media Pembelajaran Untuk Meningkatkan Literasi Keislaman. Studia Religia: Jurnal Pemikiran Dan Pendidikan Islam, 9(01), 145–160. Https://Doi.Org/10.30651/Sr.V9i01.25649
Harahap, R. S., Arifin, H. N., & Dinansyah, D. (2021). Upaya Peningkatan Minat Belajar Siswa Melalui Aplikasi Google Meet Dengan Menggunakan Model Pembelajaran Direct Learning Pada Pelajaran Al Quran Hadits Kelas 8 Di Mts Al-Maruf Tahun Ajaran 2020/2021. Faidatuna, 2(3), 131–140. Https://Doi.Org/10.53958/Ft.V2i1.142
Hidayat, I. M., Sirojudin, R., Bachtiar, M., & Lugowi, R. A. (2025). Optimalisasi Google Classroom Dan Google Meet Dalam Meningkatkan Mutu Pembelajaran Pendidikan Agama Islam Di Masa Digital. Tarbiyah Darussalam: Jurnal Ilmiah Kependidikan Dan Keagamaan, 9(02), 375–391. Https://Doi.Org/10.58791/Tadrs.V9i02.391
Istriana, S., Rahman, I. K., & Indra, H. (2024). Utilization Of Educational Technology In Teaching Tadabbur Al-Quran At Atqa Indonesia. Ta’dibuna: Jurnal Pendidikan Islam, 13(3), 131–142. Https://Doi.Org/10.32832/Tadibuna.V13i3.16520
Jannah, M., Aini, N., & Neni, N. (2025). Integrasi Nilai Religius Dalam Desain Pembelajaran Pai Berbasis Teknologi Digital Pada Era Society 5.0. Al-Mustaqbal: Jurnal Agama Islam, 2(4), 63–83. Https://Doi.Org/10.59841/Al-Mustaqbal.V2i4.296
Koehler, M. J., Mishra, P., & Cain, W. (2013). What Is Technological Pedagogical Content Knowledge (Tpack)? Journal Of Education, 193(3), 13–19. Https://Doi.Org/10.1177/00220574131930030
König, J., Blömeke, S., Jentsch, A., Schlesinger, L., Musekamp, F., & Kaiser, G. (2024). Tpack In Action: Contextual Effects Of Pre-Service And In-Service Teachers’ Knowledge Structures For Technology Integration. Computers And Education Open, 7, 100219. Https://Doi.Org/10.1016/J.Caeo.2024.100219
Mayer, R. E. (2024). The Past, Present, And Future Of The Cognitive Theory Of Multimedia Learning. Educational Psychology Review, 36(1), 8. Https://Doi.Org/10.1007/S10648-023-09842-1
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd Ed.). Sage Publications.
Mukmin, T., & Kamsi, N. (2026). Berfilsafat Dalam Pendidikan Islam: Tafsir Ayat-Ayat Al-Quran Tentang Mencari Kebenaran Dan Mengembangkan Pengetahuan. Edification Journal: Pendidikan Agama Islam, 8(2), 309–323. Https://Doi.Org/10.37092/Ej.V8i2.1495
Nashihuddin, N., & Astutik, A. P. (2022). The Effectiveness Of Al-Quran Learning With Google Meet Media In Improving The Quality Of Students’ Al-Quran Reading In Junior High Schools: Efektivitas Pembelajaran Al-Quran Dengan Media Google Meet Dalam Meningkatkan Kualitas Bacaan Al-Quran Siswa Di Se. Indonesian Journal Of Education Methods Development, 17(1), 10–21070. Https://Doi.Org/10.21070/Ijemd.V17i.631
Nurlailiyah, E. (2026). The Effect Of Guided Inquiry Integrated With The Samr Model (Substitution, Augmentation, Modification, Redefinition) On Student Learning Outcomes. Quagga: Jurnal Pendidikan Dan Biologi, 18(2), 119–126. Https://Doi.Org/10.25134/Quagga.V18i2.520
Nurul Alifah Arina, Baderiah, M. Z. A.-H. (2025). Pengembangan Instrumen Evaluasi Berbasis Technological, Pedagogical And Content Knowledge (Tpack) Berbantuan Kahoot Pada Muatan Pembelajaran Al-Qur’an Hadis Di Kelas Viii Mtsn Palopo. Iain Palopo. Https://Doi.Org/10.32478/Mnt7ay30
Rahardjo, M. (2017). Studi Kasus Dalam Penelitian Kualitatif: Konsep Dan Prosedurnya. Uin Maulana Malik Ibrahim.
Sugiyono. (2017). Metode Penelitian Kuantitatif Kualitatif Dan R&D. Alfabeta.
Suharno, S., Suherdi, D., & Gunawan, W. (2022). Dissecting Students’ Distance Learning Experiences With Community Of Inquiry (Coi) Framework. Sixth International Conference On Language, Literature, Culture, And Education (Icollite 2022), 541–550. Https://Doi.Org/10.2991/978-2-494069-91-6_84
Suriana, Ahdar, Hamsa, A. D. (2024). Application Of Technological Pedagogical Content Knowledge (Tpack) Learning By Al-Qur’an Hadith Teachers To The Learning Outcomes Of Al-Qur’an Hadith At Mas Ddi Tellu Limpoe, Sidrap Regency. International Journal Of Health, Economics, And Social Sciences (Ijhess), 6(4), 1017–1023. Https://Doi.Org/10.56338/Ijhess.V6i4.5672
Tiyarningarum, A. N., Putri, Q. W., & Susilawati, U. (2025). Implementasi Pendekatan Tpack Dalam Pembelajaran Qur’an Hadits Pada Siswa Kelas Ix Mts Negeri Salatiga. Sibernetik: Jurnal Pendidikan Dan Pembelajaran, 3(2), 131–140. Https://Doi.Org/10.59632/Sjpp.V3i2.504
Vygotsky, L. (2019). Collaborative Learning. Collaboration, Communications, And Critical Thinking: A Stem-Inspired Path Across The Curriculum, 43.
Wolf, C. (2022). Diffusion Of Innovations: Von Everett M. Rogers (1962). In Schlüsselwerke: Theorien (In) Der Kommunikationswissenschaft (Pp. 151–170). Springer. Https://Doi.Org/10.1007/978-3-658-37354-2_10
Wong, R. (2023). When No One Can Go To School: Does Online Learning Meet Students’ Basic Learning Needs? Interactive Learning Environments, 31(1), 434–450. Https://Doi.Org/10.1080/10494820.2020.1789672
Wulandari, S., Hayati, R., & Hendriani, M. (2024). Studi Literatur - Scaffolding Dengan Metode Defragmenting Struktur Berpikir Masalah Hots. Dharmas Education Journal (De_Journal), 5(1), 15–25. Https://Doi.Org/10.56667/Dejournal.V5i1.1196
Zainuri, H., Mahmud, M. E., & Afendi, A. R. (2026). Al-Qur’an Learning Models In Global Studies: Traditional And Modern Approaches. Tafkir: Interdisciplinary Journal Of Islamic Education, 7(2), 445–460. Https://Doi.Org/10.31538/Tijie.V7i2.2575
