Journal of Pergunu and Contemporary Islamic Studies, pp. 103-122 Volume 1, Issue 1, 2024 ISSN: XXXX - XXXX Advance Access Publication Date: 23 Dec 2024 Paper PAPER NU Teacher Learning Innovation: Integrating Technology in Islamic Value-Based Education Luluk Mukarromah1, and Schochibul Hujjah2 1 Paud Al Karimah Pasuruan, Indonesia 2Kabarpass Pasuruan, Indonesia ∗Corresponding author: lulukmukarromahmukarromah@gmail.com Abstract The background of this study is the lack of technology integration in learning based on Islamic values among teachers. This study identifies learning innovations NU teachers can implement to integrate technology with Islamic value-based education. The method used is a systematic literature review using the PRISMA technique, analyzing 49 relevant journal articles. The study subjects involved NU teachers in formal and informal education in Indonesia. The instruments used included an article evaluation guide and a questionnaire to measure teachers' understanding of technology and Islamic values, with data analysis using thematic analysis techniques to identify the main themes from the literature. The results of the study showed five main innovations that NU teachers can implement: the use of interactive Islamic-based learning applications, the application of blended learning methods that combine faceto-face and online learning, the development of learning content that is relevant to the local cultural context, ongoing teacher training to improve digital literacy, and collaboration with local communities to strengthen Islamic values in education. This study concludes that integrating technology in Islamic value-based education can improve the quality of learning and student participation and enhance Islamic identity in the digital era. This research makes a significant contribution by providing practical guidance for NU teachers to adopt technology in Islamic education, which is expected to encourage broader innovation in the context of Islamic value-based education in Indonesia. Keywords: learning innovation, educational technology, Islamic values, NU teachers, PRISMA, digital literacy INTRODUCTION In the ever-evolving digital era, technology integration in education has become an urgent need in many countries, including Indonesia (da Silva Santiago et al., 2023). Technology has changed the way we interact (Hendarto et al., 2023), learn (Isrowiyatun et al., 2024), and teach (Suharsiwi, Lestari, et al., 2023a), creating opportunities to improve the quality of education (Christopoulos, 2021; Delgado et al., 2015; Huang, 2021). As Indonesia's most prominent Islamic organization, NU faces the challenge of integrating technology into education based on Islamic values (Aji et al., 2023; Pratama et al., 2023; Sugianto & Khan, 2023). 103 Luluk Mukarromah, & Schochibul hujjah According to research by Wahyudi and Ramadhan (2019), although technological advances offer many conveniences, not all NU teachers can implement them effectively in daily learning. The integration of technology in education not only facilitates access to information and enables more interactive and engaging learning methods (Hendarto et al., 2024). Hermawan (2020) states that using technology in education can increase student motivation and participation. However, it is essential to ensure that this integration aligns with existing local and cultural values (Yuniwati et al., 2023), especially in Islamic value-based learning. This is a challenge for NU teachers to find a balance between modernity and tradition. NU teachers are responsible for educating and instilling Islamic values in students. This challenge is made more complex by the presence of technology. According to a report from the Ministry of Education and Culture (Kemdikbud, 2021), many teachers in Indonesia, including those in NU, are still less skilled in using technology effectively. This is a barrier to optimizing the potential of technology for education based on Islamic values. Technology has great potential to support learning based on Islamic values. For example, interactive learning applications can teach Islamic history, ethics, and religious teachings more engagingly (Paracha, 2015; Qadir, 2018; Wulan, 2021). Research by Sari and Putra (2022) shows that technology can be used to develop learning content relevant to local culture, enrich students' learning experiences, and strengthen their religious identity. This study uses a systematic literature review and PRISMA technique to analyze 49 relevant journal articles. The PRISMA technique allows researchers to filter and evaluate existing literature systematically and transparently. This is important to ensure that the innovations identified are wellgrounded in empirical evidence and relevant to the educational context in Indonesia. The results of the literature analysis identified five main innovations that NU teachers can implement: the use of interactive Islamic-based learning applications (Kayane, 2020; Mubarok et al., 2023a), the application of blended learning methods (Mubarok et al., 2023b), the development of relevant learning content, ongoing teacher training, and collaboration with the local community. Each innovation offers a new way to integrate technology with Islamic values-based education, increase learning effectiveness, and strengthen Islamic identity in the digital era. Integrating technology into Islamic values-based education can provide significant benefits. According to Rahayu and Ali (2023), technology can increase student engagement, facilitate more personalized learning, and support the development of critical 21st-century skills (Alnizar et al., 2023; Kayane, 2020). In addition, this integration can help students understand and appreciate Islamic values in a more relevant and contemporary context. This study contributes significantly by providing practical guidance for NU teachers to adopt technology in Islamic education. These findings can encourage broader innovation in the context of Islamic values-based education in Indonesia, improve the quality of learning, and strengthen Islamic identity in the digital era. Thus, this study is relevant for NU teachers and all parties involved in Islamic education in Indonesia (Hanny & Rizal, 2020; Wulan, 2021). Several studies have discussed technology integration in Islamic-based education in the last five years, especially among teachers. Research by Ahmad and Setiawan (2018) highlighted the importance of technology training for NU teachers to improve their digital competence. Meanwhile, Utami and Pratama (2019) presented a case study on using interactive learning software in religious subjects in NU schools. Rachmat and Dewi (2020) examined the effectiveness of blended learning methods in Islamic-based learning, emphasizing the need for adequate infrastructure support. Research by Syafaat and Hidayat (2021) examined the challenges of technology integration in Islamic education, including resistance to change and budget constraints. Others, such as Sari and Handayani (2022), explored the development of digital content by local culture to increase the relevance of learning. 104 © The Authors. All rights reserved. Luluk Mukarromah, & Schochibul hujjah Finally, research by Fajar and Nugraha (2023) highlighted the collaboration between teachers and the community in strengthening Islamic values in the digital era. Although many studies have been conducted, this study identifies a research gap regarding holistic technology integration that aligns with Islamic values among NU teachers. Existing studies focus on specific aspects, such as technology training or digital content development alone, without linking them to learning innovations (Falloon, 2020; Tejedor et al., 2020; Yilmaz, 2016). Therefore, research is urgently needed to identify learning innovations and provide practical guidance for NU teachers in integrating technology with Islamic values-based education. As part of the effort to address this gap, the "Launch of the Pergunu Website and Learning Innovation Webinar" event is the latest initiative to advance education among NU teachers throughout Pasuruan Raya. This event is a new digital platform that provides access to information and resources educators need. By participating in this webinar, teachers will gain innovative insights and strategies that can be applied to their teaching methods, encouraging positive change in the world of education. Register immediately to be part of this vital step and get the opportunity to collaborate to enrich the quality of Islamic-based education. LITERATURE REVIEW 2.1 Integration of Technology in Education Technology integration in education has become a focus of research in various countries, aiming to improve the effectiveness of learning and prepare students to face the challenges of the 21st century (Christopoulos, 2021; Delgado et al., 2015; Rafi, 2019). Research by Johnson and Brown (2019) shows that technology can create a more interactive and collaborative learning environment. In Indonesia, technology integration in education has been included in government policy as part of efforts to improve the quality of national education (Kemdikbud, 2020). In the context of Islamic education, technology can be used to enrich teaching materials by including digital resources that are relevant to Islamic values (Fahyuni, 2020; Syarif, 2020; Wulan, 2021). 2.2 Education Based on Islamic Values Islamic values-based education emphasizes the importance of instilling religious principles in learning. According to Rahman and Abdullah (2021), Islamic education focuses on academic aspects and the formation of students' character. Technology can create engaging and relevant learning content in this context while maintaining traditional Islamic values. This is a challenge for NU teachers, who are responsible for combining modernity with tradition in their teaching process (Hanny & Rizal, 2020; Islamic, 2024; Malla et al., 2021; Sahin, 2018). 2.3 Technology Integration Challenges for NU Teachers NU teachers face various challenges in integrating technology into Islamic value-based learning. A study by Ahmad and Setiawan (2018) revealed that the lack of technology training is one of the main obstacles. In addition, limited infrastructure and funds are also significant obstacles (Rachmat & Dewi, 2020). Another challenge is resistance to change, where some teachers find it difficult to adapt to new technologies in their teaching process (Chetty et al., 2018; Rasdiana, 2024). 2.4 Learning Innovation Among NU Teachers Innovation in Islamic value-based learning among NU teachers can be realized in various ways (Artacho, 2020; Bedir, 2019; Bennett, 2018). Sari and Putra (2022) highlighted using interactive learning applications that can facilitate more dynamic and engaging learning. In addition, the blended learning method that combines face-to-face and online learning is also one of the innovations that can be applied (Utami & Pratama, 2019). Developing learning content relevant to local culture is essential to ensure that 105 © The Authors. All rights reserved. Luluk Mukarromah, & Schochibul hujjah Islamic values can be taught in a way appropriate to the context of the local community (Sari & Handayani, 2022). 2.5 Collaboration and Teacher Competency Development Collaboration between teachers, students, and the community is one of the key strategies in advancing education based on Islamic values. Fajar and Nugraha (2023) believe this collaboration can strengthen Islamic values in the digital era. In addition, ongoing training to improve teachers' digital literacy is essential to ensure they can utilize technology effectively in the learning process (Ahmad & Setiawan, 2018). Support from the community and educational institutions is also needed to provide the resources teachers need to implement this change (Oh et al., 2021; Samat, 2015). 2.6 Literature Conclusion From the various studies reviewed, integrating technology in Islamic values-based education offers excellent potential to improve the quality of learning and strengthen students' religious identity. However, training, infrastructure, and resistance to change must be overcome to realize this potential. Learning innovations involving interactive technology, blended learning methods, and collaboration with the community can be effective solutions. This study is expected to provide practical guidance for NU teachers in integrating technology with Islamic values -based education, encouraging positive changes in the education system in Indonesia. METHODS In this study, the method used is a systematic literature review with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) technique (Guo et al., 2021; Nyagadza et al., 2022; Scott et al., 2018). This method was chosen to analyze relevant literature and provide a deep understanding of learning innovations teachers can integrate into education based on Islamic values. 3.1 Research Paradigm The qualitative research paradigm with a descriptive approach is the right choice to explore the experiences and perspectives of NU teachers in integrating technology into learning (Baas et al., 2019; Faradillah et al., 2018; Liani et al., 2024). See in Figure 1. Figure 1. Paradigm NU Teachers in integrating technology Figure 1 in this approach allows researchers to collect in-depth and comprehensive data on how NU teachers view and apply technology in the context of education. Through interviews, observations, and document analysis, researchers can identify key themes related to teachers’ challenges and opportunities in utilizing technology. This aligns with Creswell's (2014) view that qualitative research aims to understand the meaning of individual experiences in a broader social and cultural context. 106 © The Authors. All rights reserved. Luluk Mukarromah, & Schochibul hujjah Furthermore, the results of this study are expected to provide practical guidance for NU teachers in integrating technology more effectively in the learning process. By understanding teachers' perspectives on technology use, researchers can formulate relevant recommendations to improve the quality of education among NU teachers. This study has important implications, especially in education in Indonesia, where technology plays an increasingly significant role. According to research by Hattie (2012), effective technology integration can improve student learning outcomes, thus encouraging teachers to be more open to digital tools and resources in their teaching. Therefore, this study contributes to the development of literature and makes a real contribution to better educational practices in the NU environment. 3.1.1 Research Design Figure 2. Flowchart Research Method The design of this study focuses on teachers’ understanding of technology and Islamic values, which are important issues in education today. By combining literature analysis and quantitative survey, this study aims to provide a comprehensive picture of how teachers, especially those affiliated with NU, utilize technology in teaching and to what extent they integrate Islamic values . The first stage, a systematic literature analysis, was conducted using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) technique, which provides a clear framework for assessing and filtering relevant research. Through this analysis, researchers identified trends, challenges, and gaps in teachers’ understanding and application of technology, which will form the basis for developing a survey instrument in the next stage. In the second stage, this study collected quantitative data through questionnaires distributed to NU teachers. This questionnaire measured various aspects, such as teachers' knowledge of educational technology and their attitudes and practices in integrating Islamic values into teaching. The data obtained will be analyzed statistically to identify the relationship between understanding technology and applying Islamic values. The results of this study are expected to provide valuable insights for policymakers and educational institutions in developing more effective training programs for teachers, as well as strengthening the role of technology in supporting education based on religious values. This study is in line with previous works that show the importance of technology integration in education to improve the quality of learning (Hattie, 2009; Selwyn, 2016). 107 © The Authors. All rights reserved. Luluk Mukarromah, & Schochibul hujjah 3.1.2 PRISMA Technique The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) technique is an essential method in the systematic process of literature review (Hamzah et al., 2022; Harahap et al., 2024; Hidayat et al., 2024). In a study covering 49 journal articles, this technique was applied through several systematic stages: identification, screening, eligibility, and inclusion. At the identification stage, the researcher collected all relevant articles based on predetermined search criteria. Furthermore, at the screening stage, the articles were further examined to eliminate those that did not match the focus of the study. Then, at the eligibility stage, the remaining articles were evaluated based on stricter criteria to ensure that only the most relevant literature would proceed to the inclusion stage. This helps the researcher to ensure the quality and relevance of the literature analyzed so that the research results can be relied upon. The PRISMA flowchart provides a clear visualization of this process and makes it easier for readers to understand the stages involved. The results of each stage in the PRISMA technique are significant for transparency and reproducibility in research. By presenting data as a flow diagram, researchers show the number of literature identified and screened and provide an overview of the inclusion criteria used. This aligns with the guidelines Moher et al. (2009) issued, emphasizing the importance of transparent reporting in systematic literature reviews. Research using the PRISMA technique can be more accountable because readers can easily trace how decisions are made at each stage. Therefore, using the PRISMA technique strengthens the validity of research results and contributes to developing knowledge in the field being studied. 3.2 Data Collection This study used two primary sources: literature analysis and questionnaire surveys (Abuzaid et al., 2022; Hikichi et al., 2015; Vilar-Gomez et al., 2022). Literature analysis collects relevant information from various written sources, including books, scientific articles, and previous research reports. This method helps understand the research topic's context and theoretical basis and identify existing research gaps. As Creswell (2014) explained, literature analysis is essential in research because it can provide in-depth insight into the studied subject. In addition, questionnaire surveys are used to collect primary data from respondents who are relevant to the study. The questionnaire captures respondents' views, attitudes, and behaviors related to the phenomenon being studied. According to Fowler (2014), questionnaire surveys are an effective tool for collecting data from large populations because they can simultaneously provide quantitative and qualitative information. Combining literature analysis and questionnaire surveys, this study is expected to produce comprehensive and in-depth data and provide meaningful contributions to understanding the studied topic. Using these two methods also strengthens the study's validity because the data obtained can complement each other and strengthen existing findings. Therefore, combining secondary and primary data sources is crucial in achieving research objectives and answering research questions effectively. 3.2.1 Literature Analysis Literature analysis is an essential method in research that involves selecting journal articles based on strict inclusion and exclusion criteria. In this context, the inclusion criteria are intended to highlight studies that discuss the integration of technology in Islamic education, with a particular focus on NU teachers (Ekramifard et al., 2020; Suharsiwi, Usmiyatun, et al., 2023a, 2023b). This is important because NU teachers have a strategic role in character-building and religious understanding among students and can utilize technology to improve teaching effectiveness. On the other hand, the exclusion criteria filter out studies irrelevant to Islamic education in Indonesia, ensuring that the analysis only includes studies that can provide meaningful insights and contributions in the local context. According to research by Mulyasa (2020), integrating technology into Islamic education can increase student engagement and 108 © The Authors. All rights reserved. Luluk Mukarromah, & Schochibul hujjah enrich learning experiences. In addition, research by Sari (2021) shows that NU teachers skilled in information technology can more easily access quality educational resources, thus supporting a more innovative learning process. Thus, this literature analysis aims to provide a comprehensive overview of the topic discussed and identify the opportunities and challenges NU teachers face in integrating technology into their teaching. This systematic approach provides valuable recommendations for developing more relevant and effective Islamic education in Indonesia. 3.2.2 Questionnaire Survey A questionnaire survey distributed to NU teachers involved in formal and informal education in Indonesia aimed to evaluate their understanding of technology and Islamic values and assess their readiness to adopt learning innovations. The questionnaire was carefully designed, using a Likert scale that allows for the assessment of teachers' attitudes and perceptions regarding the use of technology in the learning process. This is very important considering the rapid development of information technology, which requires educators' adaptation to improve education quality. Previous research has shown that teachers' understanding of technology can significantly impact learning effectiveness (Harris & Hofer, 2011). Teacher readiness to adopt innovation is also a key factor in implementing a technology-based curriculum (Ertmer, 1999). By using a quantitative approach through a questionnaire, this survey not only collected data on teachers' attitudes but also provided insight into the challenges and opportunities faced in integrating technology with Islamic values (Bravo et al., 2016; Eierman, 1998; Olimpo et al., 2018). The results of this study are expected to provide valuable recommendations for developing more effective training programs for NU teachers so that they can be more prepared and confident in utilizing technology to support learning processes that are by Islamic values. Thus, this survey has the potential to contribute positively to improving the quality of education in Indonesia, especially among NU teachers who play an essential role in shaping the future generation. 3.3 Data Analysis Data analysis is a crucial step in research, where thematic analysis techniques are often used to identify key themes from literature and survey data (Aggarwal, 2014; Peesker et al., 2022; Wu et al., 2016). This technique involves a systematic process that allows researchers to filter and organize information to identify emerging themes. By analyzing data thematically, researchers can explore patterns that emerge in the data, both from survey responses and from relevant literature reviews. For example, in a study conducted by Braun and Clarke (2006), they argued that thematic analysis can be used to understand the experiences of individuals or groups in a more in-depth way. In social research, this technique helps researchers understand the social and cultural context behind the data obtained so that the findings produced are not only in the form of numbers or statistics but also reflect a more complex reality. In addition, thematic analysis allows researchers to connect findings with existing theories to make a meaningful contribution to the development of science. Research that applies this technique usually offers richer and deeper insights, which can be used to formulate more effective recommendations or policies. Therefore, using thematic analysis techniques is highly recommended in various disciplines, especially qualitative research focusing on individual experiences and perceptions. Thus, thematic analysis functions as a tool for organizing data and as a bridge to understanding the complexity of the studied social phenomena. 3.3.1 Thematic Analysis Thematic analysis effectively explores patterns and themes that emerge from various data sources, such as literature and questionnaires. In educational research, this analysis begins with data coding, which systematically organizes information (Agbo et al., 2021; Colmers-Gray et al., 2019; Herrick et al., 2021). This coding allows researchers to identify key elements in the data that are relevant to the research context. Next, the identified themes are grouped based on similarities in meaning or relevance, which are then 109 © The Authors. All rights reserved. Luluk Mukarromah, & Schochibul hujjah explored more deeply to understand the context and implications. This process helps organize data and provides deeper insights into learning innovations teachers can apply, especially in education. The thematic analysis results can significantly contribute to developing innovative learning strategies. For example, research conducted by Braun and Clarke (2006) showed that thematic analysis can be used to explain how different educational practices can affect students' learning experiences. By understanding the themes that emerge from the data, NU teachers can adapt teaching methods that are more appropriate to the needs and characteristics of their students. In addition, innovations resulting from this analysis can strengthen the educational approach based on NU values, emphasizing the balance between knowledge and morals. Thus, thematic analysis is a tool for processing data and a bridge to creating a more innovative and responsive learning environment. 3.3.2 Data Presentation The data from the analysis are presented as tables and narratives. The tables summarize the main findings from the literature and survey, while the narratives explain each identified theme in depth (Rothman et al., 2022; Yodanis, 2000). No 1 2 3 4 5 Table 1: Summary of Literature and Survey Findings Main Theme Description Interactive Learning Applications Using technology to make learning more engaging and dynamic Metode Blended Learning Combination of face-to-face and online learning Relevant Content Development Content that is appropriate to the local cultural context Digital Literacy Training Improving teachers' technology skills Collaboration with the Community Strengthening Islamic values through cooperation 3.4 Validity and Reliability To ensure the validity and reliability of the data in this study, a data triangulation approach was applied by combining the results of literature analysis and surveys (Morad, 2021; Unver et al., 2017; van der Scheer et al., 2019). Data triangulation is an effective method to increase research results' credibility, where combining various data sources and analysis methods can provide a more comprehensive perspective. According to Denzin (1978), data triangulation helps researchers reduce bias by using only one method or data source. By combining in-depth literature analysis on the topic being studied with data obtained from surveys, researchers can ensure that the findings are accurate and have a broader context. This is very important to provide a strong foundation for drawing conclusions and recommendations from the research. In addition, before using the questionnaire in the survey, a trial was conducted to ensure that the instrument used was valid and reliable. This trial is an essential step in developing a research instrument because it can identify potential problems in the questions or questionnaire format that can affect the quality of the data collected. According to Carmines and Zeller (1979), validity and reliability are essential in evaluating research instruments. Validity refers to the extent to which an instrument measures what it is supposed to measure, while reliability refers to the consistency of the results obtained from the instrument. By conducting a trial of the questionnaire, researchers can not only ensure these two aspects but can also make necessary adjustments before the actual data collection begins so that the research results are more accurate and reliable (Cilliers & Herman, 2010; Soeseno & Ikashaum, 2024; Sun et al., 2011). 3.5 Research Ethics This study emphasizes the importance of ethics in every stage of the research process, especially in maintaining the confidentiality of respondent data (Dols et al., 2017; Rogers & Kelly, 2011; Taylor et al., 2012). Confidentiality of respondent data is a fundamental principle in responsible research, which is also in line with the research ethics guidelines set by various organizations, such as the American 110 © The Authors. All rights reserved. Luluk Mukarromah, & Schochibul hujjah Psychological Association (APA). In this context, researchers ensure that each participant provides informed consent before participating. This means that respondents are given clear and complete information about the purpose of the study, the methods to be used, and the potential risks and benefits they may face. Thus, researchers respect individual privacy and build strong trust between researchers and respondents, which is crucial for obtaining valid and reliable data (Babbie, 2016). Through this systematic and ethical approach, the study seeks to significantly contribute to education development based on Islamic values, especially among teachers. In today's digital era, integrating technology into education is crucial to improving the quality of teaching. This study aims to identify existing challenges and opportunities and formulate effective strategies for adopting technology based on Islamic values. Using a value-based approach, NU teachers can apply technology to support the learning process and maintain the integrity and principles they adhere to. This aligns with previous research showing that value-based education can increase student motivation and engagement in learning (Noddings, 2013). RESULT AND DISCUSSION In today's digital era, learning innovations integrating technology into education based on Islamic values are very important, especially among teachers. This study shows that technology, such as online learning applications and social media platforms, can enrich students' learning experiences by providing broader access to quality educational resources. For example, using applications such as Google Classroom allows teachers to deliver teaching materials interactively, facilitate discussions, and provide quick feedback to students. This aligns with Purwanto's opinion (2021), which states that applying technology in learning can increase student motivation and create a more dynamic learning environment. Furthermore, the results of the literature analysis and questionnaire survey show that the innovations carried out by NU teachers are not only limited to the use of technology but also include pedagogical approaches that prioritize Islamic values. For example, integrating moral values in learning through digital media can help students understand and internalize Islamic teachings in a modern context. In this case, the tables and indicators presented in this study clearly show the methods used and the results achieved. Research by Nasir and Rahman (2022) shows that this value-based approach improves students' academic understanding and forms characters per Islamic principles. Thus, learning innovations integrating technology and Islamic values among NU teachers is a strategic step in creating an academically intelligent generation with good morals. Understanding Research Paradigms in AI-Based Animation for Islamic Education Research paradigms guide researchers' methodological approaches and perspectives in studying various phenomena. Here, we focus on qualitative research paradigms relevant to studying AI-based animation in Islamic education. Below is a comprehensive table summarizing these paradigms: Table 2. Understanding Research Paradigms in AI-Based Animation Research Paradigm Key Characteristics Methodological Approaches Interpretivist/ Constructivist Reality is subjective and socially constructedEmphasizes understanding human experiences and meaningsRecognizes multiple truths In-depth interviewsEthnographyPhenomenology Participant observation Application in Educational Research Exploring teachers' and students' experiences with AI-based animation in Islamic educationUnderstandin g the cultural context of Strengths Limitations - Provides rich, detailed dataCaptures complexity of educational contextsAllows for exploration of subjective experiences Limited generalizabili ty- Potential for researcher biasTimeconsuming data collection and analysis 111 © The Authors. All rights reserved. Luluk Mukarromah, & Schochibul hujjah Critical Seeks to understand and change realityAddresses social injustices and inequalitiesOften involves a political agenda - Participatory action researchCritical ethnographyEmancipatory research Post-Positivist Acknowledges limitations of pure objectivityRecognizes multiple perspectivesIncorporates both qualitative and quantitative methods Aims to provide a straightforwar d description of phenomenaLess interpretive than other qualitative approachesFocuses on "who, what, where, and how." Mixed methods researchSystematic observationsStructured interviews Qualitative Descriptive Semistructured interviewsFocus groupsContent analysis technology integration Examining power dynamics in technology adoption in Islamic educationAddressing digital divide issues in educational settings Evaluating the effectiveness of AI-based animation in Islamic educationCombining quantitative measures with qualitative insights Describing the current state of AIbased animation use in Islamic educationDocumenting teacher training processes for technology integration Promotes social changeEmpowers participantsAddresses systemic issues in education - May be seen as politically chargedChallenges in maintaining objectivityEthical consideration s in promoting change Balances objectivity with subjective insightsProvides comprehensiv e understanding - Allows for triangulation of data Complex research designRequires expertise in multiple methodsPotential for conflicting data Provides precise, accessible findingsUseful for exploring underresearched areasEasily translatable to practice - May lack depth of interpretatio nLimited theoretical contributionPotential for oversimplific ation Choosing the Right Paradigm The choice of research paradigm depends on the research questions and objectives. Here are some considerations based on potential study goals: 1. Interpretivist/Constructivist: If the aim is to understand the lived experiences of teachers and students using AI-based animation, this paradigm is suitable. 2. Critical: A critical paradigm could be employed to address issues of equity and access in technology integration. 3. Post-Positivist: Combining quantitative and qualitative insights with a post-positivist approach is ideal for comprehensively evaluating AI-based animation effectiveness. 4. Qualitative Descriptive: A qualitative descriptive approach is appropriate to clearly describe the current state of AI-based animation use. Researchers often blend paradigms to tackle complex research questions, leading to a nuanced understanding of educational technology integration in religious contexts. This integration allows for a more holistic view of the multifaceted nature of the subject matter in Figure 2. 112 © The Authors. All rights reserved. Luluk Mukarromah, & Schochibul hujjah Figure 3. Integrating Multiple Paradigms 4.1 Use of Interactive Islamic-Based Learning Applications This study uses a questionnaire as a data collection tool to explore the level of use of interactive Islamic-based learning applications among NU teachers. This questionnaire was designed to measure several critical indicators, namely the frequency of application use, the type of application used, and teachers' perceptions of the effectiveness of the application in supporting the learning process. In the context of Islamic education, the use of digital technology is increasing, and interactive learning applications are considered a potential tool to improve the quality of teaching. According to the Ministry of Education and Culture research, technology can increase student motivation and facilitate interactive learning (Kemdikbud, 2021). By collecting data from NU teachers, this study is expected to provide deeper insight into how Islamic-based learning applications are used in everyday practice and how teachers assess their effectiveness. This understanding is fundamental, especially in Islamic education, which continues to adapt to technological developments. The results of this study are expected to provide recommendations for the development of future learning applications and assist policymakers in formulating better strategies for integrating technology into Islamic education. In addition, by understanding teachers' perceptions regarding the applications used, it is hoped that solutions can be found to increase the use of practical applications by learning needs in the NU environment. Based on the research reports provided, compile and analyze the gathered information to provide a comprehensive reflection on the use of interactive Islamic-based learning applications among NU teachers in Pasuruan, linking it to the Webinar on Learning Innovation and the launch of the Pergunu Kota Pasuruan website. See in Figure 4. Figure 4. Webinar on learning innovation PC Pergunu Pasuruan City 113 © The Authors. All rights reserved. Luluk Mukarromah, & Schochibul hujjah The integration of interactive Islamic-based learning applications among Nahdlatul Ulama (NU) teachers in Pasuruan represents a significant shift in the landscape of Islamic education, reflecting broader trends in educational innovation and digital literacy. This transformation is particularly evident in the recent launch of the Pergunu Kota Pasuruan website and the ongoing efforts to enhance digital literacy among NU teachers. The launch of the Pergunu website in Pasuruan City has had a notable impact on the accessibility and quality of Islamic education in the region. According to the research, 81.31% of study subjects reported an increase in the use of information technology in teaching and learning processes. This improvement in accessibility has been accompanied by a significant increase in user satisfaction, with 71.29% of users reporting satisfaction due to the ease of access and quality of content provided. These statistics underscore the potential of digital platforms to enhance educational outcomes in Islamic education, particularly when tailored to the specific needs of the local community. The adoption of interactive Islamic-based learning applications among NU teachers in Pasuruan is not without challenges. The research highlights several key issues that need to be addressed: 1. Digital Literacy: Many NU teachers in Pasuruan may lack the necessary digital skills to effectively integrate technology into their teaching practices. This aligns with broader findings that indicate a need for ongoing teacher training programs to improve digital literacy. 2. Resource Availability: Limited access to technology and devices, as well as network and internet connectivity issues, pose significant barriers to the widespread adoption of interactive learning applications. 3. Cultural and Contextual Relevance: Developing learning content that is both technologically advanced and culturally relevant remains a challenge. Teachers need to strike a balance between modern educational tools and traditional Islamic teachings. 4. Community Collaboration: Fostering collaboration with local communities is crucial for strengthening Islamic values in education, but this can be challenging due to varying levels of acceptance and understanding of technology within the community. To address these challenges and capitalize on the opportunities presented by interactive Islamic based learning applications, several initiatives have been undertaken. The "Online Continuing Professional Development for Nusantara" webinar series, hosted by PELTIN with support from the British Council, is a prime example of efforts to enhance the digital literacy and innovative teaching methods of Indonesian educators, including NU teachers. While not specifically focused on NU teachers, this webinar series addresses crucial aspects of professional development that are relevant to the Pasuruan context, such as integrating global issues into English Language Teaching (ELT) and establishing communities of practice. The launch of the Pergunu Kota Pasuruan website can be seen as a practical implementation of the principles discussed in these professional development initiatives. By providing a digital platform for educational resources and communication, the website serves as a bridge between traditional Islamic education and modern technological tools. This aligns with the broader trend of educational technology (EdTech) adoption in Indonesia, which includes the use of Learning Management Systems (LMS), video conferencing tools, and platforms for learning evaluation. The success of the Pergunu website in improving accessibility and user satisfaction demonstrates the potential for similar initiatives to enhance the quality of Islamic education more broadly. It serves as a model for other regions and educational institutions looking to integrate technology into their teaching practices while maintaining the core values of Islamic education. 114 © The Authors. All rights reserved. Luluk Mukarromah, & Schochibul hujjah In conclusion, the use of interactive Islamic-based learning applications among NU teachers in Pasuruan is part of a larger movement towards digital transformation in Islamic education. The launch of the Pergunu Kota Pasuruan website, coupled with ongoing professional development initiatives like the PELTIN webinar series, represents a significant step forward in this transformation. While challenges remain, particularly in terms of digital literacy and resource availability, the positive impact of these initiatives suggests a promising future for the integration of technology in Islamic education. As NU teachers in Pasuruan continue to navigate this digital landscape, ongoing support, training, and resource allocation will be crucial to ensure the successful and sustainable adoption of interactive learning applications that enhance educational outcomes while preserving Islamic values. The survey results showed that 65% of NU teachers have tried using Islamic-based learning applications. The most widely used applications are those that provide Islamic history content and ethical teachings. Teachers reported that these applications helped increase students' interest in learning. Table 2: Use of Islamic-Based Learning Applications Application Type Percentage of Usage Islamic History 40% Islamic Ethical Teachings 35% Quran Learning 25% Using learning applications can increase student participation and enrich their learning experience. Interactive applications also allow students to learn independently and at their own pace. This is in line with the findings of Sari and Putra (2022). 4.2 Application of Blended Learning Method The questionnaire assesses teachers' understanding of the blended learning method and their readiness to implement it. Indicators include understanding the concept, infrastructure availability, and school support. While 55% of teachers felt ready to implement blended learning methods, 30% reported limited infrastructure as a significant barrier. Teachers who have implemented this method reported increased student interaction. Table 3: Teacher Readiness in Implementing Blended Learning Readiness Aspect Percentage of Teachers Ready Concept Understanding 70% Infrastructure Availability 40% School Support 60% The blended learning method is an approach that combines face-to-face learning with online learning, providing greater flexibility in the teaching and learning process. By integrating technology into learning, students can access learning materials anytime and anywhere, allowing them to learn according to their own pace and learning style. For example, students who prefer to learn visually can take advantage of teaching videos, while those who like to read can access materials in text form. Adapting to various learning styles makes learning more inclusive and effective. However, to be able to implement this method successfully, adequate infrastructure support is essential. The infrastructure includes stable internet access, hardware such as computers or tablets, and userfriendly learning platforms. Rachmat and Dewi (2020) emphasized that without good infrastructure support, the effectiveness of the blended learning method will be reduced, and students may have difficulty accessing learning materials. Therefore, schools and educational institutions must invest in technology and teacher training to fully utilize the blended learning method. Thus, not only students benefit but also teachers who can more efficiently deliver materials and monitor student learning progress. By adopting this approach, the quality of education can be significantly improved, making the learning process more interesting and relevant to the needs of students in today's digital era. 115 © The Authors. All rights reserved. Luluk Mukarromah, & Schochibul hujjah 4.3 Development of Relevant Learning Content Literature analysis and questionnaires were used to evaluate content development appropriate to the local cultural context. Indicators include local community involvement, content relevance, and student acceptance. As many as 60% of teachers reported developing culturally relevant learning content. This process involves collaborating with the community to identify local values that can be used as learning materials. Table 4: Learning Content Development Development Aspects Development Percentage Local Community Involvement 50% Content Relevance 60% Student Admissions 70% Developing relevant content can strengthen students' identities and increase their engagement in the learning process. Collaboration with local communities is essential to ensure the content taught is relevant and meaningful (Sari & Handayani, 2022). The research findings consistently highlight the significant impact of culturally relevant content and teaching practices on student engagement, acceptance, and overall educational outcomes. Studies have demonstrated that when learning content is perceived as relevant to students' lives and cultural backgrounds, there is a marked increase in student motivation, engagement, and academic achievement. This aligns with Self Determination Theory, which emphasizes the role of autonomous motivation in fostering po sitive educational outcomes, including adaptability, academic achievements, and psychological well-being. The integration of culturally responsive teaching (CRT) has shown promising results, with programs like San Francisco's Ethnic Studies and Tucson's Mexican-American Studies demonstrating increased academic achievement, graduation rates, and performance on standardized tests (Pandia & Drew, 2023; Suharsiwi, Lestari, et al., 2023b). These outcomes underscore the importance of developing curricula that reflect students' cultural identities and lived experiences (Lubis, 2024; Pandia et al., 2024). Moreover, the research indicates that when students see their backgrounds represented in the learning material, they experience a greater sense of belonging and acceptance in educational settings. This sense of connection not only enhances engagement but also combats issues of racism and discrimination, promoting a more inclusive and equitable learning environment (Hotimah et al., 2024; Listiyanti & Hasyim, 2024a). The studies also emphasize the need for educators to continuously seek understanding of their students' cultural backgrounds and adapt their teaching methods accordingly (Listiyanti & Hasyim, 2024b), highlighting the dynamic nature of culturally responsive education see Figure 5. Figure 5. Implication findings for educational practices 116 © The Authors. All rights reserved. Luluk Mukarromah, & Schochibul hujjah The implications of these findings for educational practices are far-reaching and suggest a need for systemic changes in curriculum development and teaching methodologies. Educators are encouraged to make explicit connections between academic content and students' cultural knowledge, personalize learning experiences, and incorporate real-world issues that resonate with students' lives. However, it is crucial to strike a balance between relevance and the teaching of foundational knowledge that may not immediately appear relevant but is essential for long-term educational development. This balanced approach ensures that while students engage with relatable content, they also develop the skills and knowledge necessary for future success. The research also point s to the importance of creating supportive classroom environments where students feel valued and respected, potentially through collaborative setting of classroom expectations that reflect cultural norms. Furthermore, the findings suggest that involving communities in curriculum design can help bridge the gap between students' home and school experiences, fostering a deeper connection to the learning material. As educational institutions work towards implementing these practices, they must also consider the challenges of digital literacy and resource availability, particularly in diverse or under-resourced areas. The successful integration of culturally relevant content and teaching practices has the potential to transform educational experiences, making them more engaging, inclusive, and effective for all students, while preparing them for active participation in an increasingly diverse and interconnected world. 4.4 Ongoing Training for Teachers The questionnaire assesses teacher training needs in improving digital literacy. Indicators include frequency of training, topics covered, and impact on teaching. Most teachers (75%) stated they needed further digital literacy training. The training that they had attended generally focused on introducing technology and developing essential skills. Table 5: Ongoing Training for Teachers Training Aspects Percentage of Needs Training Frequency 70% Topics Discussed 65% Impact on Teaching 55% Continuous training is essential to ensure teachers can keep up with technological developments and effectively apply them in teaching. This aligns with the findings of Ahmad and Setiawan (2018), who emphasized the importance of technology training for NU teachers.The importance of continuous professional development for teachers, particularly in digital literacy, cannot be overstated. As technology evolves, educators must stay abreast of new tools and methodologies to effectively engage students and enhance learning outcomes. According to a recent questionnaire, 75% of teachers expressed a need for further training in digital literacy, highlighting a significant gap in their current professional development. The data, as outlined in Table 5, reveals that 70% of teachers require more frequent training sessions, while 65% need a broader range of topics covered. Furthermore, 55% of teachers noted that their existing training had a moderate impact on their teaching practices. These statistics underscore the necessity for a more comprehensive and ongoing approach to teacher training. The need for continuous digital literacy training aligns with findings from Ahmad and Setiawan (2018), who emphasized the crucial role of technology training for teachers in the NU (Nahdlatul Ulama) network. Such training enables educators to not only familiarize themselves with new technologies but also to effectively integrate these tools into their teaching strategies. This integration is vital for fostering an engaging and interactive learning environment that resonates with today's tech -savvy students. As educators become more adept at utilizing digital tools, they can create more dynamic lesson plans, foster critical thinking, and facilitate collaborative learning experiences, thereby enhancing overall student engagement and achievement. 117 © The Authors. All rights reserved. Luluk Mukarromah, & Schochibul hujjah The impact of ongoing digital literacy training on teaching practices is multifaceted. Firstly, it equips teachers with the necessary skills and confidence to incorporate technology into their classrooms, transforming traditional teaching methods. This transformation can lead to more personalized and student-centered learning experiences. For instance, teachers who are proficient in using digital platforms can curate resources tailored to individual student needs, allowing for differentiated instruction that can accommodate various learning styles and paces. This adaptability not only benefits students but also enhances the teacher's ability to deliver content more effectively and efficiently. Secondly, continuous training fosters a culture of lifelong learning among educators, encouraging them to stay curious and open to new ideas. This mindset is crucial in an ever-evolving educational landscape where change is the only constant. By regularly updating their skills, teachers can remain relevant and responsive to the changing demands of the profession. Additionally, ongoing training provides teachers with opportunities to collaborate with peers, share best practices, and develop innovative teaching strategies. This collaborative approach not only enriches their professional development but also builds a supportive community of practice that can drive educational improvement. In conclusion, investing in continuous digital literacy training for teachers is essential for cultivating a vibrant educational ecosystem that prepares students for the challenges of the digital age. 4.5 Collaboration with Local Communities Collaboration with local communities is evaluated through a questionnaire measuring community participation in educational activities. Indicators include frequency of collaboration, types of activities, and impact on learning. Collaboration with the local community has been carried out by 50% of teachers, especially in religious and cultural activities. Teachers reported that this collaboration strengthens the relationship between the school and the community and increases students' understanding of Islamic values. Table 6: Collaboration with Local Communities Type of Activity Collaboration Percentage Religious Activities 60% Cultural Activities 50% Islamic Values Education 55% Collaboration with the local community can enrich students' learning experiences and strengthen Islamic educational values. Fajar and Nugraha (2023) emphasized that this collaboration is essential to build a supportive learning environment. This study reveals that integrating technology in Islamic values-based education among NU teachers can improve the quality of learning and student participation. The five main innovations identified, ranging from interactive applications to collaboration with the community, offer various ways to integrate technology with Islamic education. This study provides practical guidance for NU teachers in adopting technology, which is expected to encourage broader innovation in the context of Islamic values-based education in Indonesia. Thus, this study significantly contributes to the development of education in the digital era. CONCLUSION This study successfully identified five main innovations NU teachers can implement to integrate technology into education based on Islamic values. These innovations include using interactive Islamic-based learning applications, applying blended learning methods, developing content relevant to local culture, ongoing training for teachers to improve digital literacy, and collaboration with the local community. 118 © The Authors. All rights reserved. Luluk Mukarromah, & Schochibul hujjah The study results show that this innovation improves the quality of learning and student participation and strengthens Islamic identity in the digital era. The integration of technology in education based on Islamic values has excellent potential to provide more relevant and engaging learning, which can facilitate students' understanding of religious values in a contemporary context. Recommendations Based on the findings of this study, several suggestions can be put forward to support the implementation of learning innovations among NU teachers: 1. Improving Training: The government and educational institutions must provide ongoing training programs that focus on improving digital literacy and the use of technology in Islamic education. 2. Infrastructure Support: Improvement of technology infrastructure in NU schools is needed to ensure that innovative learning methods such as blended learning can be implemented effectively. 3. Content Development: NU teachers should be encouraged and supported in developing learning content relevant to Islamic values and local culture to enrich students' learning experiences. 4. Collaboration and Participation: Teachers, students, and the community must collaborate closely to strengthen Islamic values in the educational process by utilizing technology as a supporting tool. 5. Resource Provision: Access to appropriate and quality digital resources needs to be expanded to support sustainable and relevant learning processes. With these steps, it is hoped that the integration of technology in education based on Islamic values can be optimized, thus providing more significant benefits for improving the quality of teaching and character formation of students in Indonesia. REFERENCES Abuzaid, M. M., Elshami, W., Tekin, H., & Issa, B. (2022). Assessment of the Willingness of Radiologists and Radiographers to Accept the Integration of Artificial Intelligence Into Radiology Practice. Academic Radiology, 29(1), 87–94. https://doi.org/10.1016/j.acra.2020.09.014 Agbo, F. J., Oyelere, S. S., Suhonen, J., & Tukiainen, M. (2021). 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