Online Learning Technology for Religious Education: A Study of LMS Effectiveness Among PAUD Teachers in Indonesia's Affirmation Scholarship Program
DOI:
https://doi.org/10.31538/adrg.v6i2.3411Keywords:
Multicultural Education, Islamic Religious Education, Online LearningAbstract
This study examines the implementation of multicultural values in online Islamic Religious Education (PAI) for Early Childhood Education (PAUD) teachers receiving Affirmation Scholarships at Universitas Terbuka (UT). Using a quantitative descriptive survey method, data were collected from 69 respondents across Indonesia over three months (April–June 2026) through 14 online learning activities delivered via UT's Learning Management System (LMS). The study analyzes how PAI online learning integrates multicultural principles tolerance, inclusivity, and social cohesion within a nationally diverse teaching context. Findings show that 78.3% of respondents strongly agree that PAI online learning is easily accessible, 71% strongly agree that PAI materials enrich Islamic understanding relevant to early childhood teaching, and 64.7% strongly agree that tutor support and the LMS effectively sustain learning motivation. These results indicate that PAI online learning at UT is effective in cultivating multicultural competency among PAUD teachers, despite challenges of geographic dispersion and digital literacy variation. The study contributes to the global discourse on multicultural education by contextualizing it within Indonesia's Islamic educational tradition and open distance learning system.
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