The Utilization of the Learning Management System in Islamic Religious Education: Systematic Literature Review
Abstract
The integration of the Learning Management System (LMS) in Islamic Religious Education (PAI) learning has experienced significant developments, especially since the COVID-19 pandemic. However, studies that comprehensively summarize research trends, benefits, challenges, and recommendations for the implementation of LMS in PAI learning are still limited. This study aims to analyze the use of LMS in PAI learning for the 2020-2025 period through the Systematic Literature Review (SLR) method by following the PRISMA 2020 guidelines. Literature searches were conducted on Google Scholar, Garuda, DOAJ, Moraref, and Scopus databases which yielded 1,046 articles. After the identification, screening, and feasibility assessment process, a total of 28 articles were selected for analysis. The results of the study show that the most widely used LMS platforms include Google Classroom, Moodle, Microsoft Teams, Edmodo, and LMS developed by educational institutions. The findings show that the use of LMS is able to increase student engagement, participation, and learning motivation in PAI learning. In addition, there are indications of improved learning outcomes although the certainty of the evidence is still relatively low. On the other hand, the implementation of LMS faces various obstacles, such as limited internet access, inadequate supporting devices, and low digital competence of teachers. These barriers are the main factors that affect the effectiveness of LMS-based learning. Meanwhile, evidence on the success of internalizing Islamic values and character development through LMS is still very limited. This study concludes that LMS has the potential to improve the quality of PAI learning if supported by interactive learning design, adequate infrastructure, and improved teachers' digital competence. The development of interactive media, gamification, and equitable access to technology are recommended to optimize the implementation of LMS in PAI learning.
Keywords
References
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