IMPAK PENGALAMAN MENGAJAR TERHADAP INTEGRASI TEKNOLOGI DALAM PENGAJARAN SIRAH DAN TAMADUN ISLAM

Abstract: The digital revolution has drastically transformed the educational landscape, making technology integration a necessity in contemporary education systems, including Islamic Education. However, its implementation in teaching Islamic History and Civilization has yet to reach optimal levels. This study aims to analyze the level of technology integration based on teachers' teaching experience, investigate the relationship between teaching experience and technological knowledge, and examine the interaction effect of teaching experience and Technological Pedagogical Content Knowledge (TPACK) on technology integration. A quantitative approach with a cross-sectional survey design was employed, involving 300 Islamic Education teachers in Sabah. Data were analyzed using one-way ANOVA and hierarchical multiple regression. Results revealed significant differences in technology integration levels among teaching experience groups, with novice teachers demonstrating higher integration levels compared to experienced teachers. A significant effect of interaction between teaching experience and TPACK on technology integration was also identified. These findings highlight the need to redesign teacher professional development programs and teacher training curricula. A more comprehensive approach tailored to teachers' experience levels is required to enhance the effectiveness of technology integration in teaching Islamic History and Civilization. Keywords: Teacher Professional Development; Teaching Experience; Technology Integration; TPACK; Islamic History and Civilization Abstrak: Dalam era digital yang semakin pesat berkembang, integrasi teknologi dalam pengajaran Sirah dan Tamadun Islam semakin penting, namun tahap penggunaannya masih belum menyeluruh dalam kalangan guru. Kajian kuantitatif ini bertujuan mengkaji hubungan antara pengalaman mengajar dan tahap integrasi teknologi, serta peranan Pengetahuan Teknologi Pedagogi Kandungan (PTPK) sebagai moderator. Analisis deskriptif dan inferensi dilakukan terhadap data dari 300 guru Pendidikan Islam. Dapatan menunjukkan hubungan negatif yang signifikan antara pengalaman mengajar dan pengetahuan teknologi. Pengalaman mengajar menyumbang sebahagian kecil kepada varians dalam pengetahuan teknologi guru. Analisis regresi hierarki mendedahkan kesan interaksi yang signifikan antara pengalaman mengajar dan PTPK terhadap integrasi teknologi. Guru yang kurang berpengalaman cenderung mengintegrasikan teknologi dengan lebih baik, dan PTPK berperanan penting dalam memoderasi hubungan ini. Kajian ini mendedahkan keperluan program pembangunan profesional yang lebih bersasar, terutamanya bagi guru berpengalaman untuk meningkatkan integrasi teknologi dalam pengajaran Sirah dan Tamadun Islam seterusnya memperkasa pendidikan Islam dalam era digital. Kata kunci: Integrasi Teknologi; Pembangunan Profesional Guru; Pengalaman Mengajar; PTPK; Sirah dan Tamadun Islam