The Digital Competence of Islamic Religious Education (IRE) Teachers in Developing Interactive Learning Media at SDN 7 Blangkejeren

Abstract

Digital competence has become a decisive factor in shaping the quality of contemporary Islamic Religious Education (IRE), particularly in the design of interactive learning media. This study aims to describe the digital competence of IRE teachers in developing interactive learning media at SDN 7 Blangkejeren and to identify the supporting and inhibiting factors influencing it. The research employed a qualitative descriptive approach with data collected through in-depth interviews, classroom observation, and documentation involving IRE teachers, the school principal, and students. Data were analyzed using the interactive model of data reduction, data display, and conclusion drawing, while credibility was ensured through source and technique triangulation. The findings reveal that IRE teachers possess adequate basic digital competence in operating devices and accessing online resources, yet their competence in producing genuinely interactive media remains limited. Teachers predominantly used presentation slides and video, whereas quiz-based and game-based interactive applications were rarely utilized. Supporting factors included teacher motivation and gradual improvement of school infrastructure, while inhibiting factors comprised limited training, unstable internet connectivity, and time constraints. The study concludes that strengthening digital competence through sustained, needs-based training is essential for optimizing interactive IRE learning media in primary schools.