Digital-Based Islamic Religious Education (IRE) Learning Model at Senior High School

Contemporary learning trends lead to digital implementation. Digitalization of learning has implications for the effectiveness and efficiency of achieving learning objectives. Demand and need for implementing digital-based learning in Moral and Islamic Religious Education (Pendidikan Agama Islam dan Budi Pekerti, PAI dan BP) because the students are millennials. Digital-based learning design includes objectives, teaching materials, digital media, methods, and evaluation (assessment tools). This study aimed to find a digital-based learning model for PAI and BP subjects at senior high schools. This type of research was qualitative. Observation, interviews, and document studies carried out techniques of data collection. Data was collected through various settings, sources, and methods. Data analysis techniques used data condensation, information disclosure, and conclusion. The study results showed that the digital-based Islamic religious learning approach was scientific and student-centered; Islamic religious learning used Google Classroom, assisted by WhatsApp. Teaching materials were designed as power points, pdf books


Introduction
Educators and students must be more literate and have digital literacy skills 1 because digital education is imminent. It was a direct effect of the Covid-19 Pandemic, resulting in a dramatic transition to distance learning and spawned many digital learning innovations. It establishes that the Covid-19 pandemic has changed the digital education landscape in various fields, including content and platforms, infrastructure, and digital skills.
Nonetheless, the main problem with digital education in Indonesia is that digital education infrastructure needs to be adequate and evenly distributed. 2 This challenge does not only occur in Indonesia. In Pakistan, digital learning challenges for teachers and students form dissatisfaction with online learning due to several difficulties; technical capabilities, costs, and changes in instructional strategy. 3 Moonasamy and Naidoo confirmed similar findings that the main challenges to student dissatisfaction with online learning in South Africa were; the weakness of digital resources, the availability of electricity, high internet data costs, and connectivity. 4 Meanwhile, in the Philippines, Barrot et al. discovered that a lack of preparation for the transition to online platforms, limited infrastructure, poor Internet services, and financial difficulties experienced by some students harmed the quality of teaching and learning. 5 In a neighboring country, Ismail et al. found that the challenges and problems of implementing digital learning are that many students in Malaysia need more time and have inadequate internet access. 6 With the geospatial approach, students from universities in rural areas, as vulnerable groups, encounter technical problems, internet connections, and low digital literacy in participating in the e-learning learning process compared to students in 1 Abid Haleem et al.,  This description shows at least five general challenges in implementing digital-based education occur in several countries. These challenges include inadequate internet access, teachers' and students' digital literacy abilities, teacher anxiety, not yet integrated with character values, and unsuitable for practical lessons. 10 It indicates the need to change the learning model to become more dynamic, exciting and attract students, especially in learning Islamic religious education (IRE), which tends to be near conventional learning models. 11 Several recent research results have proven that digital-based Islamic education learning can be applied and positively impacts students' cognitive aspects and attitudes towards tolerance. Even though there are several supporting and inhibiting factors in the process, the main inhibiting factors lie in digital literacy competence and the availability of supporting facilities. 12  The data collected includes four categories. First was contextual aspects, including digital media, government regulations, and social situations such as the Covid-19 pandemic.
Second, was input aspects, including digital-based learning variables, objectives, teaching materials, teachers, students, media, methods, and evaluation. Third was process aspects; when implementing research products by looking at relevance, dynamics, exploration, communication, and classroom management. Fourth was output aspects; learning outcomes, effectiveness, efficiency, and the products produced after learning. The data analysis technique used in this study was the interactive model that includes three phases; data condensation, information disclosure, and conclusion drawing. 13

School
The approach is the point of view that will be applied in learning, which has implications for the policies and strategies that will be chosen. IRE learning at Senior High School in Parepare City uses a scientific approach based on instructions from 2013- Curriculum (K-13). 14 The learning approach is a policy that guides the design of learning tools. The scientific method is an absolute thing to do in school learning because it is the main recommendation in implementing K-13.
Digital learning activities use the student center learning approach, where students are the center and subject of learning, while the lecturer is a facilitator and motivator. 15 The digital-based learning approach is centered on educators and students because educators are required to design learning content, and students are required to provide input in preparing curriculum and learning tools. 16 Thus, the digital-based IRE learning approaches that can be developed are scientific and student-centered. IRE learning device design refers to students' characteristics and learning styles. Development of learning capacities and competencies through a scientific approach's syntax: observing, asking, trying, reasoning, and presenting. The study of each process step considers the aspects of students' ideals, competencies, intelligence, interests, motivation, and learning styles. and surprises. The implications of digital-based learning models can encourage the creation a practical, efficient, appropriate, interactive, and independent learning process.

Learning Strategies for Islamic Religious Education (IRE) Learning in Senior High
Furthermore, students can study independently, make optimal use of digital, and interact online with teachers and fellow students. interactive, inquiry, and discussion. Learning evaluation uses assessment tools like Kahoot, Quizizz, and SurveyMonkey.
Digital learning is a demand and a necessity in the era of the industrial revolution 4.0.
Students born in the millennial generation with ICT skills are more respectful and happy when learning to use ICT. Likewise, students in senior secondary schools are more oriented toward digital learning. Learning content must be able to meet modern skills; 1) Learning and innovation skills include mastery of various knowledge and skills, critical thinking and problem-solving, communication and collaboration, and creativity; 2) Digital literacy includes information literacy, media literacy, and ICT literacy; 3) Career and life skills include flexibility and adaptability, initiative, social and cultural interaction, productivity and responsibility, as well as leadership and accountability. 30 Competence identified by Sihiten that graduates need in the Industrial Revolution 4.0 The positive impacts of digitalization on education include the availability of media to obtain and implement publications, the creation of new learning methods, learning that does not always have to be face-to-face, and meeting the needs of educational offerings. Meet quickly and in learning activities, and can make it more exciting and compelling, facilitate the explanation of complex/abstract content, speed up long processes, present rare events, and display dangerous or unavailable events. 35 Digital-based learning models utilize digital platforms in designing, implementing, and evaluating learning. Learning Management System (LMS) is important in educational institutions, making storing, processing, and producing learning data easier. All relevant stakeholders urgently need to improve digital-based learning through the desired LMS platform. The existence of LMS used in schools can increase the effectiveness and efficiency of education, which ultimately has implications for student learning outcomes.
Digital-based IRE learning approaches are centered on students and science. The development of digital-based learning strategies is a derivative of approach learning, including discovery learning, problem-based learning, 36 contextual teaching and learning, collaborative learning, 37 communicative learning, independent learning, and mastery learning. 38 The approaches and strategies used in learning influence the choice of digital-based learning methods. In general, digital-based learning methods are more inclined to apply varied methods. Strengthening the application of learning-based methods developed learning 33  techniques and learning tactics. 39 Digital-based learning techniques are an effective way to prepare within the framework of smoothly applying learning methods. Furthermore, Digitalbased learning tactics in the form of personal abilities teachers possess create a learning atmosphere that encourages students to be more interactive, foster creativity, and develop independent learning.

Conclusion
The trend of the Islamic Religious Education (IRE) learning model at Senior High Schools in Parepare City in the contemporary era is towards a digital basis. Digital instruments can help learning programs become more effective and efficient. Digital-based learning includes using the LMS platform to access and manage learning data, digital selection in learning presentation, development of teaching materials and content creation, adjustment of learning methods, and application of assessment tools. Digital-based learning models emphasize student-centered and scientific approaches, discovery learning, problembased, contextual, cooperative, authentic, and inquiry learning strategies. The learning methods are varied, collaborative, and practiced through learning techniques and tactics that refer to digital learning based on educator skills.