The Impact of Technology Use in Teaching and Understanding Religious Values on Students' Moral Development in Islamic Schools in Indonesia

esle


INTRODUCTION
Religion plays a crucial role in shaping the moral fabric of society, and in Indonesia, Islamic schools have traditionally been centers for the transmission of religious and moral knowledge [1].However, the contemporary educational landscape is undergoing a transformation due to technological advances [2].This has led to the utilization of social media as a new public sphere for religious-based schools to disseminate their Islamic identity [3].
Additionally, religious education and awareness initiatives are being recognized as important tools in fostering tolerance and understanding among young people [4].These initiatives can be incorporated into teacher curricula, teaching about diversity, inclusivity, and respect for others [5].By working together to design and implement successful religious educational programs, Indonesia can create more inclusive and equitable societies for all [6]- [9].
The rapid integration of technology into educational practices worldwide has led to significant changes in the teaching and learning process.Educational technology, such as online resources, e-learning platforms, and interactive tools, has emerged as a powerful instrument for efficiently disseminating knowledge [10]- [12].In the context of Islamic education, where traditional religious instruction has played a crucial role, the influx of technology presents both opportunities and challenges [13]- [16].Islamic schools, often rooted in tradition, are now faced with the decision of how to balance traditional pedagogical methods with contemporary technological tools to fulfil their dual role of religious education and moral development [17].
Islamic education in Indonesia has a long history and is influenced by various factors such as colonialism, globalization, and the country's multicultural nature [18]- [20].The development of Islamic education in Indonesia has led to the emergence of various educational institutions, including mosques, Islamic boarding schools (pesantren), and madrasas [21] [22].The role of Islamic education philosophy in Indonesia is to promote moderation and diversity, which is essential in a multicultural society [23].Islamic schools in Indonesia also focus on instilling religious values in students through various activities, including extracurricular programs [24].However, the extent to which technology is used in Islamic education varies among schools in Indonesia [25].Some schools may embrace technology as a tool for teaching and learning, while others may have limited access to technology resources [26].
This research is driven by the recognition that understanding how technology is used in the teaching of religious values in Islamic schools in Indonesia and its impact on students' moral development is of paramount importance.Understanding how technology is used in the teaching of religious values in Islamic schools in Indonesia and its impact on students' moral development is important [27]- [31].The rapid development of technology has led to the utilization of elearning, online systems, and multimedia resources in Islamic religious education [32].Technology serves multiple functions in Islamic religious education, including evaluation tools, transmission media, and design and planning forums for learning.However, teachers face challenges in implementing technology, such as the need for more technological skills and infrastructure.To enhance teachers' and students' understanding of how to maximize available technology, an intensive learning process is recommended.The integration of information and communication technology in education has the potential to improve the quality of education and accelerate computer literacy in Indonesian society.Implementing an integrative-interconnective model in the Islamic Religious Education curriculum can create comprehensive learning and understanding.
The main issue at the heart of this research revolves around the intersection of technology, religious education and moral development.As technology increasingly permeates the educational environment, it becomes important to assess its influence on students' acquisition of religious values and moral development, particularly in the context of Islamic schools in Indonesia.

The Role of Islamic Schools in Moral Development
Islamic schools, or madrasas, have historically played a crucial role in transmitting Islamic values, fostering religious identity, and guiding moral development among students in Indonesia [33], [34].However, these institutions are now faced with the challenge of adapting to the digital age [35].They have traditionally relied on traditional teaching methods, such as memorization, religious rituals, and the study of religious texts [36].To meet the demands of the modern world, Islamic schools need to incorporate new pedagogical approaches that integrate technology and provide a well-rounded education [37], [38].This includes integrating general knowledge The ES Journal of Learning and Educations (ESLE)  alongside religious education, establishing libraries as sources of knowledge, and increasing motivation for study and writing.By embracing these changes, Islamic schools can continue to play a vital role in moral development while preparing students for the challenges of the digital age.

Technology in Religious Education
The integration of technology in religious education is a global phenomenon.
Educational technology tools, such as e-learning platforms, multimedia resources, and virtual communities, have become increasingly prevalent in religious classrooms [39], [40].Research shows that technology can enhance the engagement and comprehension of religious content, allowing for interactive and personalized learning experiences [41].In the context of Islamic education, technology is being used to bridge the gap between traditional religious instruction and the digital age [42].

Moral Development of Learners
Moral development is a multifaceted process influenced by various factors, including family, society, and education.Islamic schools prioritize moral development, aiming for students to internalize and apply ethical teachings in their lives.The impact of technology on moral development is complex and debated.Technology can provide access to information and facilitate ethical discussions, but concerns exist regarding exposure to morally questionable content and erosion of traditional values.The influence of technology on moral development depends on the type of technology and its context [43], [44].

Research Gap
There is a research gap in the literature regarding the specific context of Islamic schools in

METHODS
This study used a quantitative research approach to investigate the impact of technology in teaching and understanding religious values on students' moral development in Islamic schools in Indonesia.The research design is cross-sectional, as it involves collecting data at a single point in time.The study assessed the relationships between variables and tested their effects in the unique context of Islamic education in Indonesia.
The study population consisted of students in Islamic schools in Indonesia, specifically those in the age range of 13 to 18 years.The study used stratified random sampling to ensure representativeness.The sample size of 110 participants was determined to be an adequate number to conduct the study with confidence in understanding of religious values and principles.The questions focus on their understanding of ethical concepts and their ability to relate these concepts to everyday life.c.Learners' Moral Development: This construct evaluates students' moral development.The questions assess their decisionmaking process in ethical dilemmas, their adherence to moral principles, and their understanding of the relationship between religious values and moral behavior.
Data was collected considering ethical guidelines, ensuring informed consent and maintaining the anonymity of participants.

Data Analysis
The main data analysis technique used in this study was Structural Equation Modelling with Partial Least Squares (SEM-PLS).SEM-PLS was chosen for its ability to model complex relationships among variables and is suitable for testing measurement models and structural models simultaneously.The analysis was conducted with the following steps:

a. Demographic
The study participants in the research represent a range of ages typical of students in Islamic schools in Indonesia.The age distribution of the sample is as follows: 35% are aged 13 to 15 years, and 65% are aged 16 to 18 years.This diverse age range allows for an examination of the impact of technology in teaching religious values on moral development across different stages of adolescence.In terms of gender distribution, 45% of the participants are male, and 55% are female.This gender balance ensures a relatively equal representation of male and female students, allowing for potential gender-based differences in responses to be considered in the analysis.The socio-economic status (SES) of the participants was assessed, with 25% classified as low SES, 50% as middle SES, and 25% as high SES.This variation in socio-economic status enables the exploration of potential differences in the impact of technology in teaching religious values on moral development across different economic backgrounds.Participants' previous exposure to religious education was also assessed, with 30% having 0 to 2 years of exposure, 45% having 3 to 5 years, and 25% having 6 or more years of exposure.

b. Validity and Reliability
Table 1 below provides information on the validity and reliability of the questionnaires used in this study to measure the three main constructs: Technology Use in Teaching (TUT), Religious Values (RV), and Student Moral Development (SMD).These measures are essential to assess the quality of the questionnaire and ensure that the data collected are reliable and valid for further analysis.The hypothesis test results for the relationship between religious values and students' moral development showed a sample mean of 0.402 and a standard deviation of 0.403.The t-statistics value was calculated to be 3.791, indicating a significant relationship between religious values and students' moral development.The p-value for this test was not provided in the abstract.On the other hand, the hypothesis test results for the relationship between technology use in teaching and students' moral development showed a sample mean of 0.466 and a standard deviation of 0.466.The tstatistics value was calculated to be 4.641, indicating a significant relationship between technology use in teaching and students' moral development.

Discussion
The results of the structural model analysis provide valuable insights into the impact of technology in teaching religious values on students' moral development in Islamic schools in Indonesia.
The first hypothesis suggests that the use of technology in teaching religious values has a positive impact on students' understanding of these values.The use of technology in teaching religious values has a positive impact on students' understanding of those values.Interactive learning resources, multimedia presentations, and online discussions can contribute to a deeper understanding of religious principles [28], [42], [45].Islamic educators recognize the potential of technology in enhancing pedagogical methods in Islamic education [30], [46] [49]- [53].Similarly, the flipped classroom model, which utilizes technology, significantly improves the academic performance of students in religious and moral education [54].Furthermore, the role of religious education in developing character and moral virtues is widely recognized by teachers in non-faith secondary schools in England [55].By equipping students with the tools to make ethical and responsible decisions, religious and moral education can contribute to a more compassionate and sustainable society.
A better understanding of religious principles is associated with higher levels of moral development among students.Effective religious education plays a crucial role in shaping moral character [56], [57].The implementation of religious values in character education can be carried out through various activities such as religious habituation, integrating religious values into subjects, and promoting a school culture that emphasizes religious character [54].College students, as agents of change, are important figures in moral education and can contribute to various sectors in social life [58].Strengthening religious values among the younger generation in Islamic educational institutions can help them become models for character development in other educational institutions [59].Religious teachers play a significant role in instilling religious tolerance values and promoting mutual respect and diversity among students.
Overall, the results show that the use of technology in teaching religious values can be a useful tool in the context of Islamic schools in Indonesia.It contributes to students' understanding of religious values and positively affects their moral development.
However, it is important to realize that the successful integration of technology in religious education depends on a thoughtful and pedagogical approach.

Limitations
It is important to acknowledge some limitations of this study.The research is based on crosssectional data, and causality cannot be firmly established.Additionally, the study was conducted in a specific context, and generalizability to other settings may be limited.The research also relies on self-reported data, which can be subject to social desirability bias.

Recommendations for Future Research
Future research in this area can consider longitudinal studies to explore the long-term impact of technology in religious education on moral development.Comparative studies across different regions and educational settings can provide broader insights.Furthermore, qualitative research can complement these findings by delving into the specific practices and experiences of students and educators in Islamic schools

CONCLUSION
In a rapidly evolving educational landscape, the study presented in this research highlights the pivotal role of technology and religious values in shaping the moral development of students in Islamic schools in Indonesia.The findings affirm the significance of religious values, underpinned by strong internal consistency and discriminant validity, in contributing to higher moral development among students.Simultaneously, the research underscores the potential benefits of technology in teaching religious values, as evidenced by its positive impact on students' moral development.These results encourage educators to harness the potential of innovative pedagogical methods while respecting the core tenets of religious education.
The implications extend beyond the boundaries of this specific study and provide valuable insights for the broader field of education, where the fusion of traditional values and modern technology can harmoniously coexist, promoting students' holistic development.For future research, longitudinal and comparative studies are recommended to explore the long-term impact of technology in religious education across diverse educational contexts.As we move further into the digital age, understanding how technology and religious values intersect in shaping moral development is of utmost importance, not only in Islamic schools but also in education worldwide.
Indonesia and the relationship between technology in teaching, understanding of religious values, and the moral development of learners in these institutions.This study aims to address this gap by conducting a quantitative analysis using Structural Equation Modelling with Partial Least Squares (SEM-PLS).The study will examine the influence of technology in teaching on the understanding of religious values and the moral development of learners in Islamic schools in Indonesia.The findings of this study will contribute to the existing body of research on technology in religious education and moral development, specifically in the context of Islamic schools in Indonesia.

Figure 2 .
Figure 2. Hypothesis for the Internal Research Model Source: Data processed by researchers, 2023 c.Hypothesis Testing

ES Journal of Learning and Educations (ESLE)  statistical
validity as Hair suggested for research with SEM, the number of indicators needs to be multiplied 5-10 times, while this study has 11 indicators, which means that if multiplied by 10, the minimum research sample is 110.