Strategi Hybrid Learning dalam Pengembangan Pembelajaran Pendidikan Islam di Era Society 5.0 Studi Kasus di SMA Darussalam Blokagung
Keywords:
hybrid learning, Society 5.0, digital learning, educational strategy
Abstract
The Society 5.0 era requires education to adopt flexible and innovative learning models. Hybrid learning, combining face-to-face and online methods, is an effective strategy in Islamic education development. This study analyzes hybrid learning strategies at SMA Darussalam Blokagung using a qualitative approach, including literature review and limited observation. The findings reveal that success is influenced by appropriate technology use, the teacher’s role as facilitator, and students’ digital literacy and infrastructure readiness. Hybrid learning enhances engagement, flexibility, and 21st-century skills such as collaboration and independence. This strategy is not only a response to emergencies but also a sustainable educational transformation.
Era Society 5.0 menuntut dunia pendidikan untuk mengadopsi pembelajaran yang fleksibel dan inovatif. Strategi hybrid learning, yang menggabungkan pembelajaran tatap muka dan daring, menjadi solusi efektif dalam mengembangkan Pendidikan Islam. Penelitian ini bertujuan menganalisis strategi hybrid learning di SMA Darussalam Blokagung melalui pendekatan kualitatif, dengan studi literatur dan observasi terbatas. Hasil penelitian menunjukkan bahwa keberhasilan strategi ini dipengaruhi oleh pemanfaatan teknologi yang tepat, peran guru sebagai fasilitator, serta kesiapan infrastruktur dan literasi digital siswa. Hybrid learning terbukti meningkatkan partisipasi, fleksibilitas, dan keterampilan abad 21 seperti kolaborasi dan kemandirian. Strategi ini bukan hanya respons terhadap kondisi darurat, tetapi juga bagian dari transformasi pendidikan jangka panjang yang adaptif dan berkelanjutan.
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Supa’at, S., & Ihsan, I. (2023). The challenges of elementary education in society 5.0 era. International Journal of Social Learning (IJSL), 3(3), 341–360.
Sutrisno, S., & Nasucha, J. A. (2022). Islamic religious education project-based learning model to improve student creativity. At-Tadzkir: Islamic Education Journal, 1(1), 13–22.
Villegas-Ch, W., Román-Cañizares, M., & Palacios-Pacheco, X. (2020). Improvement of an online education model with the integration of machine learning and data analysis in an LMS. Applied Sciences, 10(15), 5371.
Vonti, L. H., & Grahadila, L. (2021). Potentials and pitfalls of the implementation of hybrid learning in structure class in relation to the students digital literacy and learning achievement. Jhss (Journal of Humanities and Social Studies), 5(1), 17–21.
Xie, Y., Huang, Y., Luo, W., Bai, Y., Qiu, Y., & Ouyang, Z. (2023). Design and effects of the teacher-student interaction model in the online learning spaces. Journal of Computing in Higher Education, 35(1), 69–90.
Yu, Z. (2022). Sustaining student roles, digital literacy, learning achievements, and motivation in online learning environments during the COVID-19 pandemic. Sustainability, 14(8), 4388.
Zhang, G., Zhu, Z., Zhu, S., Liang, R., & Sun, G. (2022). Towards a better understanding of the role of visualization in online learning: A review. Visual Informatics, 6(4), 22–33.
Boelens, R., De Wever, B., & Voet, M. (2018). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1–18.
Bustamante, J. C., Segura-Berges, M., Lizalde-Gil, M., & Peñarrubia-Lozano, C. (2022). Qualitative analyses of e-learning implementation and hybrid teaching during the COVID-19 pandemic at Spanish universities. Sustainability, 14(19), 12003.
Caulfield, J. (2023). How to design and teach a hybrid course: Achieving student-centered learning through blended classroom, online and experiential activities. Taylor & Francis.
Cavinato, A. G., Hunter, R. A., Ott, L. S., & Robinson, J. K. (2021). Promoting student interaction, engagement, and success in an online environment. Springer.
Chin, K.-Y., & Wu, T.-L. (2025). The effect of students’ attitudes toward an AR-based library learning system on learning performance, cognitive load, and library anxiety. Interactive Learning Environments, 1–20.
Duong, Y. (2025). Leveraging Hierarchical Knowledge Structures for Adaptive and Emotionally Engaging E-Learning.
George, A. S., & George, A. S. H. (2024). Towards a Super Smart Society 5.0: Opportunities and Challenges of Integrating Emerging Technologies for Social Innovation. Partners Universal International Research Journal, 3(2), 1–29.
Gudoniene, D., Staneviciene, E., Huet, I., Dickel, J., Dieng, D., Degroote, J., Rocio, V., Butkiene, R., & Casanova, D. (2025). Hybrid teaching and learning in higher education: A systematic literature review. Sustainability, 17(2), 756.
Hawes, D., & Arya, A. (2023). Technology solutions to reduce anxiety and increase cognitive availability in students. IEEE Transactions on Learning Technologies, 16(2), 278–291.
Hill, J. R., & Hannafin, M. J. (2001). Teaching and learning in digital environments: The resurgence of resource-based learning. Educational Technology Research and Development, 49(3), 37–52.
Hu, K., & Raman, A. (2024). Systematic literature review on the holistic integration of e-learning in universities: Policy, human, financial, and technical perspectives. Contemporary Educational Technology, 16(2), ep497.
Hutahaean, B., Telaumbanua, S., Tamba, L., Hutabarat, R. G. N., & Sumani, S. (2024). Analysis of innovative and adaptive higher education curriculum development to education 5.0 based challenges in Indonesia. International Journal of Learning, Teaching and Educational Research, 23(4), 76–98.
Istrate, O., & Velea, S. (2024). Guidelines for online and blended learning. Institute for Education (Bucharest).
Jana, S. (2023). Interactive e-books and multimedia learning: Enhancing engagement and retention in secondary English. Journal of Namibian Studies, 33.
Jayanthi, K., Priya, M. S., Saranya, S., Gomathi, R., & Sam, D. (2023). E-learning as a desirable form of education in the era of Society 5.0. In Advances in Distance Learning in Times of Pandemic (pp. 23–51). Chapman and Hall/CRC.
Kumar, A., Krishnamurthi, R., Bhatia, S., Kaushik, K., Ahuja, N. J., Nayyar, A., & Masud, M. (2021). Blended learning tools and practices: A comprehensive analysis. IEEE Access, 9, 85151–85197.
Lapitan Jr, L. D. S., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116–131.
Miao, J., Chang, J., & Ma, L. (2022). Teacher–student interaction, student–student interaction and social presence: Their impacts on learning engagement in online learning environments. The Journal of Genetic Psychology, 183(6), 514–526.
Mulenga, R., & Shilongo, H. (2025). Hybrid and blended learning models: Innovations, challenges, and future directions in education. Acta Pedagogia Asiana, 4(1), 1–13.
Ndibalema, P. (2022). Constraints of transition to online distance learning in higher education institutions during COVID-19 in developing countries: A systematic review. E-Learning and Digital Media, 19(6), 595–618.
Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Raza, S. A., & Yousufi, S. Q. (2023). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments, 31(4), 2371–2391.
Sabri, S. M., Ismail, I., Annuar, N., Rahman, N. R. A., Abd Hamid, N. Z., & Abd Mutalib, H. (2024). A conceptual analysis of technology integration in classroom instruction towards enhancing student engagement and learning outcomes. Integration, 9(55), 750–769.
Shao, J., Abdul Rabu, S. N., & Chen, C. (2025). Gamified interactive e-books for bullying prevention: Enhancing knowledge and motivation in Chinese primary schools. Frontiers in Psychology, 16, 1509549.
Sharma, D., Sood, A. K., Darius, P. S. H., Gundabattini, E., Darius Gnanaraj, S., & Joseph Jeyapaul, A. (2022). A study on the online-offline and blended learning methods. Journal of The Institution of Engineers (India): Series B, 103(4), 1373–1382.
Supa’at, S., & Ihsan, I. (2023). The challenges of elementary education in society 5.0 era. International Journal of Social Learning (IJSL), 3(3), 341–360.
Sutrisno, S., & Nasucha, J. A. (2022). Islamic religious education project-based learning model to improve student creativity. At-Tadzkir: Islamic Education Journal, 1(1), 13–22.
Villegas-Ch, W., Román-Cañizares, M., & Palacios-Pacheco, X. (2020). Improvement of an online education model with the integration of machine learning and data analysis in an LMS. Applied Sciences, 10(15), 5371.
Vonti, L. H., & Grahadila, L. (2021). Potentials and pitfalls of the implementation of hybrid learning in structure class in relation to the students digital literacy and learning achievement. Jhss (Journal of Humanities and Social Studies), 5(1), 17–21.
Xie, Y., Huang, Y., Luo, W., Bai, Y., Qiu, Y., & Ouyang, Z. (2023). Design and effects of the teacher-student interaction model in the online learning spaces. Journal of Computing in Higher Education, 35(1), 69–90.
Yu, Z. (2022). Sustaining student roles, digital literacy, learning achievements, and motivation in online learning environments during the COVID-19 pandemic. Sustainability, 14(8), 4388.
Zhang, G., Zhu, Z., Zhu, S., Liang, R., & Sun, G. (2022). Towards a better understanding of the role of visualization in online learning: A review. Visual Informatics, 6(4), 22–33.
Published
2025-06-22
Section
Articles
