The Utilization Of Augmented Reality (AR) Technology In Islamic Religious Education Learning In The Digital Era

Abstrak

Augmented Reality (AR) technology opens new opportunities in Islamic Religious Education (IRE) learning in the digital era. IRE materials are often abstract, such as concepts of faith, worship, the history of the prophets, and moral values. With AR, these concepts can be visualized more concretely, for example, showing simulations of the Hajj and Umrah, reconstructions of Islamic historical events, or modeling the structure of mosques during the time of the Prophet Muhammad. This article aims to examine how AR can be applied in IRE learning, the resulting benefits, and the challenges of its implementation in educational environments. This study uses a literature study method (library research) by examining various scientific sources such as journals, books, research articles, and relevant reports that discuss the application of AR technology in educational contexts, particularly in religious learning. In the analysis process, all findings from various literatures are compared, categorized, and synthesized to identify patterns of benefits, obstacles, and the most effective pedagogical approaches in applying AR to IRE learning. The study results show that the use of AR in IRE can increase learning motivation, strengthen understanding of abstract religious concepts, and create interactive and contextual learning experiences. This technology also has the potential to build students' spiritual and cognitive engagement through more realistic visualizations. However, challenges faced include limited technological infrastructure, teachers' pedagogical skills in utilizing AR, and students' digital access and readiness. Therefore, an integrative strategy is needed between the curriculum, teacher training, and educational policy support so that AR technology can be optimally utilized in IRE learning. The practical implications of these findings suggest that teachers need to receive AR-based training, schools need to prepare digital support facilities, and educational policymakers need to develop implementation guidelines that emphasize the integration of Islamic values ​​in the use of AR.