Model pembelajaran DIGI-COL untuk meningkatkan kolaborasi digital siswa dalam pembelajaran PAI
DOI:
https://doi.org/10.32832/itjmie.v7i8.24257Keywords:
DIGI-COL, Collaborative Learning, Islamic Education, Learning Outcomes, pembelajaran kolaboratif, pendidikan agama Islam, kolaborasi digital, hasil belajarAbstract
Islamic Education (PAI) learning at SMPN 4 Pamekasan is still dominated by the one-way lecture method which makes students passive, coupled with the challenge of smartphone misuse during class hours. This study aims to develop a feasible, practical, and effective DIGI-COL (Digital Collaborative Learning) model to improve group activities and students' cognitive learning outcomes. The method used is Research and Development (R&D) by applying the ADDIE development model to a trial subject of 26 eighth-grade students. Data were collected using expert validation sheets, student response questionnaires, activity observation sheets, and learning outcome tests. The results showed that the DIGI-COL model was highly feasible theoretically with a percentage of 91.17% and highly practical to use with a practicality score of 83.82%. This model also proved effective in activating group collaboration by 84.0% and was able to increase the average cognitive score of students from an initial score of 61.20 to 85.60, with an N-Gain index of 0.63 in the medium category. In conclusion, the DIGI-COL model successfully overcomes student passivity and shifts the function of smartphones into a productive collaborative learning tool by integrating Islamic socio-religious values into digital technology platforms.
Abstrak
Pembelajaran Pendidikan Agama Islam (PAI) di SMPN 4 Pamekasan masih didominasi metode ceramah satu arah yang membuat siswa pasif, ditambah dengan adanya tantangan penyalahgunaan gawai saat jam pelajaran. Penelitian ini bertujuan untuk mengembangkan model pembelajaran DIGI-COL (Digital Collaborative Learning) yang layak, praktis, dan efektif guna meningkatkan aktivitas kelompok dan hasil belajar kognitif siswa. Metode yang digunakan adalah penelitian pengembangan (Research and Development) dengan menerapkan model ADDIE pada subjek uji coba sebanyak 26 siswa kelas VIII. Data dikumpulkan menggunakan instrumen lembar validasi ahli, angket respons siswa, lembar observasi aktivitas, serta tes hasil belajar. Hasil penelitian menunjukkan bahwa model DIGI-COL sangat layak secara teoretis dengan persentase 91,17% dan sangat praktis digunakan dengan skor kepraktisan mencapai 83,82%. Model ini juga terbukti efektif mengaktifkan kolaborasi kelompok sebesar 84,0% serta mampu menaikkan nilai rata-rata kognitif siswa dari skor awal 61,20 menjadi 85,60, dengan indeks N-Gain sebesar 0,63 dalam kategori sedang. Simpulannya, model DIGI-COL berhasil mengatasi pasivitas siswa dan mengalihkan fungsi gawai menjadi alat belajar kolaboratif yang produktif dengan menyatukan nilai sosioreligius Islam ke dalam platform teknologi digital.
References
Arikunto, S. (2010). Prosedur Penelitian: Suatu Pendekatan Praktik. Rineka Cipta.
Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer.
Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Dillenbourg, P., Järvelä, S., & Fischer, F. (2009). The Evolution of Research on Computer-Supported Collaborative Learning. In N. Balacheff, S. Ludvigsen, T. De Jong, A. Lazonder, & S. Barnes (Eds.), Technology-Enhanced Learning (pp. 3–19). Springer Netherlands. https://doi.org/10.1007/978-1-4020-9827-7_1
Garrison, D. R. (2016). E-learning in the 21st Century: A Community of Inquiry Framework. Routledge.
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Muhaimin. (2020). Rekonstruksi Pendidikan Islam: Dari Paradigma Teologis, Epistemologis hingga Pengembangan Kurikulum. Rajawali Pers.
Nasibu, S. D., Mala, A. R., & Kasan, Y. (2025). Implementasi Model Pembelajaran Kolaboratif pada Mata Pelajaran Pendidikan Agama Islam di SMP Negeri 1 Kota Gorontalo. An Najah: Jurnal Pendidikan Islam Dan Sosial Keagamaan, 5(1), 619–626.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Sawyer, R. K. (2014). The Cambridge Handbook of the Learning Sciences. Cambridge University.
Stahl, G. (2021). Theoretical Foundations of Computer-Supported Collaborative Learning. International Society of the Learning Sciences.
Sukri, I. (2025). Pengembangan Model Pembelajaran Kolaboratif dalam Pendidikan Agama Islam. Jurnal Kualitas Pendidikan, 3(1), 272–277. https://doi.org/10.65311/jkp.v3i1.1366
Suryani, N. (2020). Integrasi Teknologi dalam Pembelajaran. Jurnal Pendidikan Dan Teknologi, 11(2), 109–120.
Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1–16. https://doi.org/10.1007/s11423-019-09701-3
Vanj Dijk, J. (2020). The digital divide. Polity Press.
Zamjani, D. (2023). Pengembangan Model Pembelajaran Blended Learning dalam Mata Pelajaran Agama Islam. Kaipi: Kumpulan Artikel Ilmiah Pendidikan Islam, 1(1), 26–29. https://doi.org/10.62070/kaipi.v1i1.30
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Lailatul Munaweroh, Abdus Syakur
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
