Teachers’ Perceptions of Digital Task Switching Implementation in Islamic Religious Education

Abstract

This study aims to analyze the perceptions of Islamic Religious Education (PAI) teachers regarding the implementation of digital task switching in the learning process. In today's digital era, technology integration in education is a necessity, but the phenomenon of multitasking, or rapid switching between digital tasks, can pose challenges and impact learning effectiveness. PAI teachers are required not only to deliver religious material but also to utilize technology wisely to improve students' understanding and digital skills. This study used a qualitative case study approach. Data were collected through in-depth interviews, observations, and open-ended questionnaires involving a number of PAI teachers in several secondary schools. Participants were selected based on their involvement in integrating various digital tools and resources, such as Google Classroom, audio-visual media, or other learning applications, into teaching and learning activities. The results showed that PAI teachers' perceptions of digital task switching varied. Some teachers viewed it positively, considering it an effective tool for varying teaching methods, maintaining student engagement, and accessing a wider range of information sources. However, others expressed concerns about potential distractions, classroom management difficulties, and technical challenges, such as unstable Wi-Fi networks or a lack of supporting facilities at school. This study concludes that although digital task switching has the potential to enrich Islamic Religious Education learning, it requires mature instructional strategies, clear policies, and adequate teacher training to optimize its benefits and minimize its negative impacts.

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