The Use of Information Technology to Improve Islamic Education Learning Outcomes: Richard Mayer's Multimedia Theory Perspective

Muh. Hanif1, Mar’atul Qudsiyyah2, Naura Dina Syamila Hanifah3
1	UIN Prof. K.H. Saifuddin Zuhri; muh.hanif@uinsaizu.ac.id
2	UIN Prof. K.H. Saifuddin Zuhri; maraqudsiy23@gmail.com
3	Universitas Pembangunan Nasional Veteran Yogyakarta; shnaura430@gmail.com

ARTICLE INFO		ABSTRACT	
Keywords:
Keyword 1; Information Technology
Keyword 2; Islamic Education
Keyword 3;  Richard Mayer's Multimedia Theory
Keyword 4; Interactive Learning,
Keyword 5; Learning Outcomes

		This paper discusses the utilization of information technology in improving Islamic Education learning outcomes from the perspective of Richard Mayer's Multimedia Theory. Information technology has become an essential need in education, especially in improving learning effectiveness. This study focuses on the implementation of multimedia technology in State Junior High School 2 Purwokerto, including the use of Smart TV, LCD projector, and other digital devices in Islamic Education learning. The research method used is descriptive qualitative with a field research approach. Data were obtained through observation, interviews, and documentation, and analyzed using data reduction, data presentation, and verification techniques. The results showed that the utilization of multimedia technology increased student involvement and facilitated the understanding of abstract material in Islamic Education. Richard Mayer's Multimedia Theory is applied through the principles of coherence, contiguity, redundancy, and modality, which are proven to increase the effectiveness of material delivery and student information retention. Students responded positively to the use of technology, which made learning more interactive and engaging. This study confirms that technology integration in religious education not only supports the improvement of learning outcomes but also builds students' digital literacy. The implications of this study emphasize the need for technological infrastructure development in schools and teacher training in the application of multimedia principles to make learning more effective and in line with the times.	
Article history:
Received 2021-08-14
Revised 	2021-11-12
Accepted 2022-01-17			
		This is an open access article under the CC BY-NC-SA license.
	
Corresponding Author:
First name Last name 
Affiliation 1; e-mail@e-mail.com	
1.	INTRODUCTION
Education is the basis for the progress of a country, whether the country will advance or lag depends largely on the condition of its education system. Countries will achieve significant progress and growth if the education sector is considered a top priority in the country's development. Countries that have advanced and developed must realize that strengthening the education sector is very important. In the world of education, an effective learning process is needed, which involves interaction between the individual and the surrounding environment. Education has a crucial role in improving the quality of human resources to compete and have an advantage. One of the factors that supports progress in education is the development of information technology (Liu et al., 2021).
In the current era, technology seems to have become an essential need for humans in line with the times. The phrase “There is no day without technology” is becoming increasingly relevant in today's life because humans cannot seem to live without relying on technology. All groups, from children, teenagers, and adults to the elderly, are involved in the use of technology in their daily lives. This phenomenon is the result of the progress of the times that makes all affairs easier, faster to complete, and able to provide added value from various aspects (Budiyono, 2019).
Today, the world of education is required to adapt to the times through the utilization of information technology as the main learning resource, not just a tool. Information technology now has a broader role in education, from just a means to facilitate the delivery of material to a tool that allows students to manage their learning process at school. The integration of information technology in education is also seen as an important step toward achieving the real goals of education, including in the context of Islamic Education (Sugianto et al., 2022).  Islamic education plays a crucial role in shaping students' character and morals, especially at the junior high school level. However, Islamic education often faces various obstacles, such as the dominance of traditional learning methods and the less-than-optimal utilization of information technology. Data shows that students' understanding and interest in Islamic education tend to be low, which has an impact on unsatisfactory learning outcomes. This condition emphasizes the need for innovation in teaching methods to improve learning effectiveness.
To advance Islamic Education in line with the times, the use of technology is indispensable. The utilization of information technology, especially multimedia technology, can be an effective solution in improving student learning achievement. This technology not only makes the learning process more interesting but also allows students to learn interactively. Multimedia, which combines text, images, sound, and video, can present information comprehensively and entertainingly. This concept is in line with the cognitive theory of multimedia introduced by Richard Mayer, which emphasizes the importance of using various media in the learning process to improve students' understanding and retention of information (Mayer, 2020).
The utilization of information technology in the learning process of Islamic Education is a must to improve and maximize the achievement of student learning outcomes. The importance of this research lies in its ability to show how information technology can be effectively used as an interactive and innovative learning tool, which in turn can motivate students and increase their participation in the teaching-learning process. This research also has high urgency considering the challenges of today's education that must be able to adapt to the rapid development of technology so that the utilization of information technology in learning is not just an option, but an urgent need. In the context of Islamic Education, the use of information technology is also expected to facilitate teaching that is more diverse, in-depth, and relevant to the times, which not only facilitates access to subject matter but also allows the integration of religious values with modern technology (Wahyudi, 2020).
The relationship between information technology and education is currently inseparable. Education becomes the foundation for technological development, and technology supports the advancement of education. The utilization of information technology, such as online-based learning media, interactive applications, and digital platforms, has proven effective in improving student motivation and learning outcomes in various subjects. In addition, teachers also utilize information technology as a tool to evaluate students' understanding of learning materials. Evaluation of learning outcomes is an important component in the learning process that aims to measure the achievement of instructional goals by students. Learning outcomes serve as an indicator of the extent to which learning objectives have been achieved. This assessment can be carried out through various methods, which become a decision-making process regarding the level of student success in understanding the material taught in class (Ekowati & Syafi, 2023).
As happened in State Junior High School 2 Purwokerto, currently information technology has been used in the learning process and also the assessment process in Islamic Education learning. State Junior High School 2 Purwokerto has used the Merdeka Curriculum in the learning process. Information technology in the school has been utilized very well. Islamic Education learning is carried out using various technologies, such as smart TVs, smartphones, LCD projectors, and other smart devices. SMP Negeri 2 Purwokerto also provides complete facilities to support information technology-based learning. In the process, not only teachers play an active role, but students also actively contribute by presenting their work, such as learning videos or other works. Information technology is used to improve learning outcomes and contribute to the effectiveness of learning both in terms of process and outcome.
2.	METHODS 
This research uses a qualitative descriptive method that refers to the theory of Strauss and Corbin, in which research results are obtained through qualitative data analysis without using statistical methods or other quantitative calculations (Safrudin et al., 2023). This study aims to describe the utilization of information technology in improving Islamic Education learning outcomes through a qualitative approach. The type of research used is field research, where researchers are directly involved in the data collection process at State Junior High School 2 Purwokerto to obtain factual information related to the implementation of information technology in Islamic Education learning at the school.
The research location was chosen at State Junior High School 2 Purwokerto, utilizing a descriptive qualitative approach to gain an in-depth understanding of the phenomenon through direct observation and interviews (Deterding & Waters, 2021). The research informants were determined using a purposive sampling technique, selecting individuals directly involved in the use of information technology in Islamic Education learning (Nyimbili & Nyimbili, 2024). The criteria for informants included Islamic Education teachers who implement technology in their teaching, students who actively use technology as a learning medium, and school administrators who oversee the integration of information technology in education. The main informants in this study consisted of the Principal, the Vice Principal of Curriculum, Islamic Education teachers, and students of State Junior High School 2 Purwokerto. These informants were selected to provide diverse perspectives on the implementation of technology-based learning, covering aspects of policy-making, curriculum development, instructional practices, and student engagement in Islamic Education.

Table 1. List of informants
No.	Informants	Code	
1	Principal of State Junior High School 2 Purwokerto	A	
2	Vice principal of curriculum at State Junior High School 2 Purwokerto	B	
3	Islamic education teacher at State Junior High School 2 Purwokerto	C	
4	Students of State Junior High School 2 Purwokerto	D	

The data collection methods used in this research include observation, interview, and documentation (Hennink et al., 2020). Observations were conducted in both participant and non-participant ways, where researchers directly observed how information technology is used in Islamic Education learning, including the interaction between teachers and students as well as the effectiveness of technological media in improving students' understanding. Interviews were conducted using a structured method, where the researcher had prepared questions in advance to extract information from Islamic Education teachers regarding the application of technology in learning, as well as from students regarding their experiences and perceptions of technology-based learning. Documentation was used to collect supporting evidence such as teaching modules, student learning outcomes data, interview transcripts, as well as visual documentation in the form of photos and videos to strengthen the results of observations and interviews.
Data processing and analysis were conducted through three main stages. First, is data reduction, which is the process of sorting and filtering information from observations, interviews, and documentation to get the most relevant data to the research focus. Second, data presentation, where the results of the reduction are arranged in the form of narrative text to make it easier to understand and analyze further. Third, verification and conclusion drawing, which is the final stage that aims to ensure the accuracy of the data and identify patterns or new findings that can be used to answer the formulation of research problems (Grodal et al., 2021).
To ensure the validity and reliability of the data, this study applied a triangulation method that included source triangulation, technique triangulation, and time triangulation. Source triangulation was conducted by comparing information obtained from various informants, such as PAI teachers, students, and school principals, to ensure the accuracy of the data. Technique triangulation was applied by using various data collection methods, namely observation, interview, and documentation, to obtain a more comprehensive understanding. Time triangulation was done by collecting data in different conditions and at different times to ensure the consistency of the research results. With this method, the research can guarantee the credibility, reliability, and validity of the data obtained  (Hennink et al., 2020).
3.	FINDINGS AND DISCUSSION
The results obtained from the research have to be supported by sufficient data.  The research results and the discovery must be the answers, or the research hypothesis stated previously in the introduction part. 
3.1.	Findings 
3.1.1. The Use of Multimedia-Based Information Technology in Islamic Education Learning
The results showed that in the learning process, teachers do not always use monotonous methods. Islamic Education teachers apply various methods and media that encourage students to be more active so that learning becomes more creative and effective.  State Junior High School 2 Purwokerto, utilizes information technology as a tool in creating a more conducive, practical, and structured learning atmosphere. All school members, both teachers and students, play an active role in the technology-based learning process. The application of information technology in Islamic Education subjects has proven to be effective and provides many benefits. By integrating technology into learning, the learning process becomes more interesting and interactive, thus increasing student engagement and activeness (C, D).
The utilization of information technology in Islamic Education learning is considered quite good and has a positive impact on student involvement and learning quality. With adequate facilities, it is expected that the learning process can continue to be improved to produce a generation that not only has a strong understanding of religion but is also skilled in using technology. The results showed that State Junior High School 2 Purwokerto has applied various types of technology in Islamic Education learning, such as smart TV, LCD projector, laptop or computer, smartphone, internet, PowerPoint, YouTube, and other smart devices. One of the technology utilization is the use of smart TVs, which are connected to smartphones by scanning QR (Quick Response) codes to support a more interactive and effective learning process (A, B, C, D).
Smart TVs are used in the learning process for presentations or video playback, while LCD projectors are utilized by teachers by connecting them to computers or laptops to display prepared materials, such as PowerPoint, videos, or posters. The use of this technology is adjusted to the needs of students and the relevance of the material being taught, thus supporting a more effective learning process. Overall, the utilization of multimedia in Islamic Education learning has an important role in improving teaching effectiveness and student engagement (C, D).
Before playing a video or movie in a lesson, teachers first present the material as an introduction so that students can understand the concepts to be learned. However, if too much information is delivered at once, students can feel overwhelmed and lose focus. Therefore, teachers need to adjust the amount and type of multimedia used to be in line with the learning objectives and accordance with the capacity of students. The use of technology in Islamic Education learning also has a positive impact on students' understanding, especially in learning abstract concepts, so that the material becomes easier to understand (C, D).
Information technology acts as a supporting tool in the learning process, helping students to receive and understand material more easily. The use of learning media also makes it easier for teachers and students to create a smoother and more effective learning process. At  State Junior High School 2 Purwokerto, Islamic Education learning utilizes various media such as PowerPoint, the internet, interactive videos, and posters. This is done because abstract Islamic Education material can be less interesting if only delivered through the lecture method. By utilizing information technology, students are more enthusiastic in learning, so that the material can be absorbed better (A, B, C, D).
The utilization of information technology in Islamic Education learning is an important aspect of improving the quality of education. In the era of rapid development, technology has become an inseparable part of various aspects of life, including in the world of education. With information technology, students can easily access various learning resources online, such as e-books or learning videos. In addition, the use of technology makes the learning process more interactive and interesting. Teachers can utilize various media, such as PowerPoint presentations and interactive videos, to deliver material more effectively and engagingly (A, B, C, D).
The following are the results of interviews, observations, and documentation regarding the use of information technology in Islamic Education learning at  State Junior High School 2 Purwokerto.

Table 2: Technology Information in Islamic Education Learning
Islamic Education Cluster	Teaching Materials	Class	Types of Technology Information and Multimedia	Teacher​	
Akidah Akhlak (Faith Morals)	Honest and Trustworthy	VIII	Interactive PowerPoint, LCD Projector, Interactive Video	Yusri Nur Qonitin	
Fikih (Islamic Jurisprudence)	Prayer and Dhikr	VII	Interactive PowerPoint, Smart TV	Nur Hamdiyah	
Fikih (Islamic Jurisprudence)	Slaughtering Qurban Animals	IX	Powerpoint interactive, interactive video, and LCD Projector	Qayyum Abdullah	
Akidah Akhlak
(Faith Morals)	Backbiting	VIII	Interactive Video, Laptop, LCD Projector	Yusri Nur Qonitin	
Fikih	Hajj	IX	Interactive Video and Interactive PowerPoint	Qayyum Abdullah	
Akidah Akhlak
(Faith Morals)	Asmaul Husna (Al-Alim, Al-Khabir, As-Sami, and Al-Basir)	VII	Interactive PowerPoint, Smart TV, Interactive Video	Nur Hamdiyah	
Fikih (Islamic Jurisprudence)	Sujud Tilawa, Sujud Sahwi, dan Sujud Syukur

(Tilawa prostration, Sahwi prostration, and gratitude prostration)	VII	Interactive PowerPoint, interactive video	Nur Hamdiyah	

The table above shows the application of information technology in learning Islamic Education in various classes with different materials. In Akidah Akhlak, Honest, Trustworthy, and Backbiting materials are taught using Interactive PowerPoint, LCD Projector, and Interactive Video, which help visualize moral concepts for grade VIII students. Meanwhile, the Asmaul Husna material is taught in grade VII using Smart TV, Interactive PowerPoint, and Interactive Video, enabling students to understand the attributes of Allah more deeply. In Fiqh, the Prayer and Dhikr material uses Smart TV and Interactive PowerPoint, while Slaughtering Qurban Animals and Hajj in grade IX use a combination of interactive PowerPoint, interactive video, and LCD Projector to provide a more immersive learning experience. The materials on Sujud Tilawa, Sujud Sahwi, and Sujud Syukur in grade VII also use similar technology. The use of this technology enriches the learning experience, increases student engagement, and helps to understand Islamic concepts more effectively.
Based on the table above, the application of information technology in Islamic Education learning is adjusted to the material being taught to make it more effective. The use of this technology is very helpful for teachers in delivering material, especially because Islamic Education material is often difficult to understand if it only relies on the lecture method. Students tend to feel bored when learning takes place without the support of technology, which in turn can reduce their interest in Islamic Education subjects. Therefore, the integration of technology in learning is a solution to increase student engagement and understanding.
The results of observations and interviews show that information technology-based Islamic Education learning at  State Junior High School 2 Purwokerto has been running well. This is supported by the availability of adequate learning facilities in several classes. For example, in class VII smart TV and Wi-Fi have been installed to support the learning process. The use of information technology in learning also makes students more interested, enthusiastic, and excited about participating in lessons. In addition, students revealed that the application of technology in Islamic Education learning helps them to be more actively involved so that the learning process becomes more enjoyable and effective.
3.1.2. Students' Perceptions of the Use of Information Technology in Islamic Education Learning
The results show that students' perceptions of the use of information technology in Islamic Education learning tend to be positive. They feel that this technology helps in understanding the material, makes learning more interesting, and makes it more structured and less boring. In addition, the utilization of information technology makes it easier for students to access the Qur'an, Asmaul Husna, and other learning materials through various online applications. The use of technology also has a positive impact on learning outcomes, as it allows students to access a variety of information sources that are more comprehensive and accurate, thus supporting deeper understanding (C, D).
The results of observations, interviews, and documentation conducted show that the use of information technology in Islamic Education learning gets a very positive response from students. To provide a clearer picture, the following table displays students' perceptions of the application of information technology in Islamic Education learning (A, B, C, D).

Table 3: Various Student Perceptions of Multimedia Information Technology in Islamic Education Learning
Variety of Student Perceptions	Islamic Education Cluster	Teaching Materials	Class	Types of Information Technology	Multimedia Types	
Makes it easier to find materials	Akidah Akhlak
(Creed and Morals)	Asmaul Husnah	7	Smartphone	Web blog	
Improve student understanding	History of Islamic Culture	Abbasid	9	LCD Projector	PowerPoint and Interactive Video	
Interesting	Akidah Akhlak
(Creed and Morals)	Honest and Trustworthy	8	LCD Projector	PowerPoint	
The table above illustrates the various perceptions of students towards the use of multimedia technology in Islamic Education learning. Grade VII students studying Asmaul Husna in Akidah Akhlak felt that the use of smartphones and web blogs made it easier for them to search for learning materials independently. In Islamic Cultural History, grade IX students studying the Abbasid Dynasty felt an increase in understanding due to the use of LCD Projector, PowerPoint, and Interactive Video, which allowed them to see visual illustrations and historical narratives more clearly. Meanwhile, grade VIII students studying Honest and Trustworthy in Akidah Akhlak considered learning to be more interesting with the use of LCD Projector and PowerPoint, which made the material more structured and easy to understand. Overall, the use of multimedia technology in Islamic Education positively contributes to learning effectiveness, improves students' understanding, and makes the learning process more interesting and interactive.
Based on the table above, students' perceptions of the use of information technology in Islamic Education learning are quite diverse. In general, information technology is considered very useful, especially because Islamic Education materials are often considered difficult to understand if only delivered through the lecture method. The use of this technology helps students understand material that previously felt less structured. The results of interviews with several students also revealed that information technology makes it easier for them to find material, improve understanding, and make learning more interesting and interactive.
3.1.3. Implementation of Richard Mayer's Principles of Multimedia Cognitive Theory in Islamic Education Learning to Improve Student Learning Outcomes
The application of Richard Mayer's multimedia theory in Islamic Religious Education learning emphasizes the importance of information technology in creating a more effective learning experience. The theory focuses on how information can be optimally delivered through a combination of text, images, sound, and video to improve understanding and learning outcomes. In the context of Islamic Education, Richard Mayer's multimedia principles are proven to have a positive impact on student engagement and understanding. The theory is based on three main concepts, namely dual channel, limited capacity, and active processing. In addition, in this study, four main principles from Mayer's theory, namely coherence, contiguity, redundancy, and modality, were applied, which play a role in increasing the effectiveness of multimedia-based learning (Keshavarz et al., 2022).
This study observed the use of information technology in Islamic Education learning by applying multimedia principles developed by Richard Mayer (Mayer, 2020). The observation results show that these principles have been applied in  State Junior High School 2 Purwokerto. One of them is the principle of coherence, which ensures that the material taught is aligned with the learning objectives. In the teaching module on trustworthy material, the learning objectives set include several aspects, namely: learners can explain the meaning of trust and its evidence, understand the various forms of trust, apply the attitude of trust in everyday life, and explain the wisdom of the attitude of trust.
The results of observations of learning activities show that the learning process begins with the teacher asking questions to students about the concept of trust and its application in everyday life. After that, the teacher presents the material that has been compiled in the form of a PowerPoint presentation and then shows a learning video about trust and its implementation taken from YouTube. Next, students are divided into several groups to discuss, and the results of the discussion are presented by each group as part of the learning process.
In addition, the contiguity principle is applied by playing videos about trust material so that students can understand the concept and its application in everyday life. The Redundancy principle is realized by showing videos or movies without adding text on the screen so that students do not experience confusion due to information overload. Meanwhile, the Modality principle is applied by using audio narration only when playing videos from YouTube, while in presentations using PowerPoint, only narrative text and images are displayed without additional audio.
The improvement of student learning outcomes at State Junior High School 2 Purwokerto through the utilization of information technology is influenced by several main factors that support the effectiveness of Islamic Education learning. First, information technology facilitates students' access to various learning resources, such as e-books, learning videos, and other media, thus helping them understand the material better. Second, the use of technology enables the implementation of more interesting and interactive learning methods, for example by utilizing the YouTube platform for video-based learning as well as applications such as Quizizz or Google Forms for quizzes that increase student enthusiasm. Third, information technology encourages students' active involvement in the learning process. They are allowed to be creative by making videos, posters, or PowerPoint presentations in groups, which not only deepens their understanding but also develops collaboration skills and creativity.
The observation shows that Richard Mayer's multimedia principles have been applied in learning at  State Junior High School 2 Purwokerto (Mayer, 2024). For example, the principle of coherence is applied by Islamic Education teachers by adjusting the material with learning objectives to make it more focused. The principle of contiguity is realized through the playback of videos about slaughtering urban animals, where the text or narration explaining the procedures for slaughtering is delivered simultaneously. The application of this principle helps students connect verbal information with visuals, thus improving their understanding of the process of slaughtering urban animals.
Furthermore, the principle of redundancy is applied by showing the video without additional text on the screen to avoid information overload that could confuse students. For example, in a video about gossip and its impact on daily life, students can more easily relate the content of the video to real situations in their environment. Meanwhile, the modality principle is applied in learning about Hajj, where a video about tawaf is accompanied by audio narration, allowing students to understand the material through a combination of audio and visuals more effectively.
The following is a display table regarding the principles of Richard Mayer's multimedia cognitive theory based on multimedia information technology applied in Islamic Education learning.

Table 4: Principles of Islamic Multimedia Education Cognitive Theory Based on Technology Multimedia Information
Principles of Multimedia Cognitive Theory (Mayer)	Islamic Education Cluster	Teaching Materials	Class	Types of Technology Information and Multimedia	
Coherence Principle	Akidah Akhlak
(Faith Morals)	Honest and Trustworthy	VIII	Poster about materials and videos regarding Trust	
Contiguity Principle	Fikih
(Islamic Jurisprudence)	Slaughter of Qurban Animals	IX	PowerPoint and Video showing narration and audio together 	
Redundancy Principle	Akidah Akhlak
(Faith Morals)	Backbiting	VIII	PowerPoint and Short Videos about behavior gossip without adding text on layer	
Principle of Modality	Fikih
(Islamic Jurisprudence)	Hajj (pilgrimage)	IX	Video and narration played in a way simultaneously 	
The table above shows the application of Richard Mayer's Multimedia Cognitive Theory principles in learning Islamic Education using multimedia technology. The Coherence Principle is applied in Honest and Trustworthy material in Akidah Akhlak in grade VIII, where posters and videos are used to present the material in a structured manner so that students can more easily understand the concept of honesty. The Principle of Contiguity is applied in the Slaughter of Qurban Animals material in Jurisprudence in grade IX, with the use of PowerPoint and videos that present text and audio simultaneously, so that information is easier to understand. The Redundancy Principle is applied in the Backbiting material in Grade VIII, using PowerPoint and short videos without additional text, to avoid redundant information that can confuse students. The Modality Principle is applied in the pilgrimage (Hajj) material in class IX, where video and narration are played simultaneously to enhance understanding through audio-visual combination. This approach increases learning effectiveness, makes the material more interactive, and strengthens students' understanding.
Based on the display table above, it can be concluded that Richard Mayer's multimedia theory has been applied indirectly at  State Junior High School 2 Purwokerto. The table shows that the utilization of information technology in learning is in line with the principles proposed by Richard Mayer, thus supporting a more effective and interactive learning process.

3.2.	Discussion: The discussion is highlighted through the title and subtitles of the section when needed
The integration of information technology has significantly improved Islamic Education learning outcomes at State Junior High School 2 Purwokerto. Tools such as Smart TVs, LCD projectors, and other digital devices are utilized to create a more engaging and interactive learning environment. By combining text, images, sound, and video, the learning process becomes more effective, enhancing students' understanding of the material. The application of Richard Mayer’s multimedia principles, such as coherence and redundancy, further supports students in grasping abstract concepts more easily. Observations and interviews with teachers and students confirm that the use of technology not only increases student engagement but also leads to better learning outcomes.
This study reinforces the relevance of Mayer's multimedia theory in the context of Islamic Education. According to Mayer, effective learning occurs when multimedia elements are optimally integrated to support cognitive processing. The implementation of Smart TVs, LCD projectors, and other digital tools at the school aligns with Mayer’s key principles, including coherence, contiguity, redundancy, and modality. These technologies accommodate diverse student learning styles—visual, auditory, and kinesthetic—creating a dynamic and interactive educational experience. As a result, the use of information technology proves to be an effective solution in modernizing Islamic Education, making it more contextual, relevant, and aligned with contemporary educational needs.
The findings reveal that students grasp abstract concepts in Islamic Education more effectively when the material is presented visually and interactively, by Mayer’s dual-channel and active processing principles. Furthermore, the theory of limited capacity explains that multimedia reduces cognitive overload by structuring information in an accessible format. The interactive nature of technology also fosters active learning, boosting students' motivation and participation. This study confirms that Mayer’s multimedia theory applies not only to general education but also to religious studies, demonstrating how technology serves as a transformative pedagogical tool in Islamic Education.
The use of information technology in improving the learning outcomes of Islamic Education lessons at State Junior High School 2 Purwokerto can be interpreted through the perspective of Richard Mayer's multimedia theory. Increased student understanding and engagement occur because information technology allows the delivery of material more interactively, accommodating a variety of student learning styles-visual, auditory, and kinesthetic. Mayer's principles, such as coherence and contiguity, explain that when text, images, sound, and video are used harmoniously, students more easily understand abstract concepts in Islamic Education lessons. In addition, the theory of limited capacity suggests that technology helps reduce cognitive load by presenting information in a format that is easier to process. Increased student enthusiasm is also influenced by the interactive elements of the technology, which encourage active processing. Thus, the results of this study are to Mayer's theory, where the integration of multimedia in learning significantly increases the effectiveness and engagement of students in understanding Islamic Education lesson materials.
This paper has significant differences compared to previous research. Trisnawati et al. (2022), Mustaqimuddin (2024), and Ar et al. (2023) emphasized the use of information technology as a learning resource in Islamic Education but did not relate it to cognitive learning theory. Meanwhile, Hasriadi (2020) focuses on e-learning at the university level, in contrast to this paper which is applied to junior high school. Ekowati & Syafi'i (2023) and Hariyadi et al. (2023) discuss digital literacy in improving learning outcomes but do not specifically analyze the effectiveness of multimedia in Islamic Education learning. The novelty of this paper lies in the application of Richard Mayer's multimedia theory, which highlights the principles of coherence, contiguity, redundancy, and modality in maximizing students' cognitive processing. This approach provides a new perspective on how multimedia technology can enhance students' understanding and engagement in Islamic Education learning.
This research has important implications for education policy. The findings confirm the need for technology integration in the Islamic Education curriculum to improve learning effectiveness. The government and education policymakers need to encourage the procurement of technological infrastructure, such as Smart TVs, LCD projectors, and adequate internet access in schools. In addition, training for teachers on the application of Richard Mayer's multimedia principles, contiguity, redundancy, and modality can improve their competence in optimizing the use of technology in learning. Policies also need to support the development of digital teaching materials that suit students' needs, ensuring that technology is not only used as a tool but as an interactive medium that enhances student engagement and understanding. Thus, technology-based education policies can sustainably strengthen the quality of Islamic Education learning.
If schools widely adopt information technology to improve Islamic Education learning outcomes based on the perspective of Richard Mayer's multimedia theory, learning will undergo a significant transformation. With the application of Mayer's principles such as coherence, contiguity, redundancy, and modality, students will more easily understand abstract concepts in Islamic Education through a combination of text, images, audio, and video designed to optimize cognitive processing. Technology such as Smart TVs, LCD projectors, and digital apps will create a more interactive and experiential learning environment, thereby increasing student engagement. In addition, the use of technology allows personalization of learning according to each student's learning style-visual, auditory, or kinesthetic. In the long run, this learning model can shape a generation that not only has a strong understanding of religion but also has high digital literacy, making them better prepared to face challenges in the digital era.
4.	CONCLUSION 
The application of information technology in Islamic Education learning at  State Junior High School 2 Purwokerto has significantly improved student engagement and understanding. Observations show that the use of Smart TVs, LCD projectors, and other multimedia devices not only makes learning more interactive but also encourages students to be more active in the learning process. Surprisingly, these technologies also allow students to play the role of learning creators, not just passive recipients of information. Students actively create learning videos and interactive presentations that deepen their understanding of religious concepts. By applying Richard Mayer's multimedia principles, Islamic Education learning which is often perceived as monotonous is transformed into an engaging experience that is relevant to the digital age. The findings confirm that technology if harnessed with the right strategies, can revolutionize Islamic education and significantly increase students' learning motivation.
Although this research shows the positive impact of the application of information technology in Islamic Education learning, some limitations need to be considered. One of the limitations is the research focus that only covers one school, namely State Junior High School 2 Purwokerto, so the generalization of the research results is still limited. In addition, this study focuses more on the implementation of technology in learning without an in-depth analysis of psychological and social factors that may affect the effectiveness of technology use, such as teacher readiness and student barriers to adopting digital methods. For future research, a comparative study across schools with different technological backgrounds is needed to understand the wider challenges and opportunities. In addition, experimental approaches with control groups can be used to measure the impact of technology on learning outcomes more objectively. It is also important to integrate aspects of educational psychology to explore how technology can increase students' motivation and learning independence.
Acknowledgments: We would like to express our deepest gratitude to State Junior High School 2 Purwokerto for all forms of support that have been given in the implementation of this research. The administrative support provided, including research permits and access to the school environment, was very helpful in the smooth process of observation and data collection. We also appreciate the technical assistance from educators and school staff in the application of information technology in Islamic Education learning. In addition, we are grateful for the availability of supporting facilities such as Smart TVs, LCD projectors, computers, internet access, and various other multimedia devices, which enable the integration of technology in learning. This contribution in the form of facilities and infrastructure has contributed greatly to the success of our research. We hope that this collaboration can continue to support innovation and improve the quality of education in the future.
Conflicts of Interest: The authors declare that there is no conflict of interest in this study. The entire research process, data analysis, and interpretation of the results were conducted independently and objectively without any influence from external parties that could affect the validity of the findings. There are no personal, financial, or institutional interests that could lead to bias in reporting the results of this study. All resources used, including information technology facilities at Purwokerto State Junior High School 2, were purely utilized for academic purposes and the development of knowledge in the field of Islamic Education. This research was conducted with the principles of transparency and academic integrity, and no personal gain was obtained from the results of this research. If in the future there is a potential conflict of interest that is not previously identified, the author is committed to disclosing it with full responsibility.
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Hasriadi, H. (2020). Pengaruh E-Learning Terhadap Hasil Belajar Mahasiswa Pendidikan Agama Islam. IQRO: Journal of Islamic Education, 3(1), 59–70. https://doi.org/10.24256/iqro.v3i1.1429
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Liu, F., Li, L., Zhang, Y., Ngo, Q.-T., & Iqbal, W. (2021). Role of education in poverty reduction: macroeconomic and social determinants from developing economies. Environmental Science and Pollution Research, 28(44), 63163–63177. https://doi.org/10.1007/s11356-021-15252-z
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Mustaqimuddin, A. (2024). Pemanfaatan Teknologi Informasi sebagai Sumber Belajar untuk Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran Pendidikan Agama Islam di SD Negeri 05 Ipuh. UNISAN JURNAL: Jurnal Manajemen Dan Pendidikan, 3(5), 209–217.
Nyimbili, F., & Nyimbili, L. (2024). Types of Purposive Sampling Techniques with Their Examples and Application in Qualitative Research Studies. British Journal of Multidisciplinary and Advanced Studies, 5(1), 90–99. https://doi.org/10.37745/bjmas.2022.0419
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Sugianto, O., Munawaroh, L., Supriani, I., Cahyono, H. N., & Nyairoh. (2022). Peran Teknologi dalam Pembelajaran Pendidikan Agama Hindu. JAPAM (Jurnal Pendidikan Agama), 2(02), 138–147. https://doi.org/10.25078/japam.v2i02.1448
Trisnawati, Z., Syahril, S., & Ansori, A. (2022). Pemanfaatan Teknologi Informasi Sebagai Sumber Belajar Guna Meningkatkan Hasil Belajar Siswa Pada Mapel Pendidikan Agama Islam Di Smp Negeri 1 Pasir Sakti. UNISAN JOURNAL : Jurnal Manajemen & Pendidikan, 01(04), 18–27. https://journal.an-nur.ac.id/index.php/unisanjournal
Wahyudi, W. E. (2020). The Effectiveness of Information and Communication Technology (ICT) in Learning Islamic Education. AL-ISHLAH: Jurnal Pendidikan, 12(1), 119–126. https://doi.org/10.35445/alishlah.v12i1.134
Ar, A. Y., Sunaryo, U., & Sugiran. (2023). Pemanfaatan Teknologi Informasi sebagai Sumber Belajar Guna Meningkatkan Hasil Belajar Siswa Pada Mapel Pendidikan Agama Islam di SD Negeri 5 Simpang Kabupaten Ogan Komering Ulu Selatan. Unisan Jurnal: Jurnal Manajemen Dan Pendidikan, 02(04), 314–323.
Budiyono, A. (2019). Ruang Lingkup Teknologi Pendidikan Agama Islam di Era Indrustri 4.0. Attaqwa: Jurnal Ilmu Pendidikan Islam, 15(1), 64–74. https://doi.org/10.5281/zenodo.3382449
Deterding, N. M., & Waters, M. C. (2021). Flexible Coding of In-depth Interviews: A Twenty-first-Century Approach. Sociological Methods and Research. https://doi.org/10.1177/0049124118799377
Ekowati, E., & Syafi, I. (2023). Penggunaan Teknologi Informasi dalam Meningkatkan Hasil Belajar Peserta Didik pada Mata Pelajaran Pendidikan Agama Islam. Unisan Jurnal: Jurnal Manajemen Dan Pendidikan, 02(03), 144–152.
Grodal, S., Anteby, M., & Holm, A. L. (2021). Achieving Rigor in Qualitative Analysis: The Role of Active Categorization in Theory Building. Academy of Management Review, 46(3), 591–612. https://doi.org/10.5465/amr.2018.0482
Hariyadi, B., Astutik, Y., Chotimah, C., & Fatimatuzzahro, F. (2023). Kontribusi Penggunaan Literasi Digital Terhadap Peningkatan Hasil Belajar Pendidikan Agama Islam Siswa Di SMK Pawiyatan Surabaya. Jurnal Keislaman, 6(2), 393–410. https://doi.org/10.54298/jk.v6i2.3913
Hasriadi, H. (2020). Pengaruh E-Learning Terhadap Hasil Belajar Mahasiswa Pendidikan Agama Islam. IQRO: Journal of Islamic Education, 3(1), 59–70. https://doi.org/10.24256/iqro.v3i1.1429
Hennink, M. M., Hutter, I., & Bailey, A. (2020). Qualitative Research Methods. Sage Publication.
Keshavarz, H., Fallahnia, S., & Hamdi, F. (2022). How university instructors apply the design principles for electronic courses: a comparative study based on Richard Mayer’s model on multimedia learning. The International Journal of Information and Learning Technology, 39(4), 319–339. https://doi.org/10.1108/IJILT-11-2021-0173
Liu, F., Li, L., Zhang, Y., Ngo, Q.-T., & Iqbal, W. (2021). Role of education in poverty reduction: macroeconomic and social determinants from developing economies. Environmental Science and Pollution Research, 28(44), 63163–63177. https://doi.org/10.1007/s11356-021-15252-z
Mayer, R. E. (2020). Multimedia Learning. In Multimedia Learning. Cambridge University Press. https://doi.org/10.1017/9781316941355
Mayer, R. E. (2024). The Past, Present, and Future of the Cognitive Theory of Multimedia Learning. Educational Psychology Review, 36(1), 8. https://doi.org/10.1007/s10648-023-09842-1
Mustaqimuddin, A. (2024). Pemanfaatan Teknologi Informasi sebagai Sumber Belajar untuk Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran Pendidikan Agama Islam di SD Negeri 05 Ipuh. UNISAN JURNAL: Jurnal Manajemen Dan Pendidikan, 3(5), 209–217.
Nyimbili, F., & Nyimbili, L. (2024). Types of Purposive Sampling Techniques with Their Examples and Application in Qualitative Research Studies. British Journal of Multidisciplinary and Advanced Studies, 5(1), 90–99. https://doi.org/10.37745/bjmas.2022.0419
Safrudin, R., Zulfamanna, Kustati, M., & Sepriyanti, N. (2023). Penelitian Kualitatif. Journal Of Social Science Research, 3(2), 1–15.
Sugianto, O., Munawaroh, L., Supriani, I., Cahyono, H. N., & Nyairoh. (2022). Peran Teknologi dalam Pembelajaran Pendidikan Agama Hindu. JAPAM (Jurnal Pendidikan Agama), 2(02), 138–147. https://doi.org/10.25078/japam.v2i02.1448
Trisnawati, Z., Syahril, S., & Ansori, A. (2022). Pemanfaatan Teknologi Informasi Sebagai Sumber Belajar Guna Meningkatkan Hasil Belajar Siswa Pada Mapel Pendidikan Agama Islam Di Smp Negeri 1 Pasir Sakti. UNISAN JOURNAL : Jurnal Manajemen & Pendidikan, 01(04), 18–27. https://journal.an-nur.ac.id/index.php/unisanjournal
Wahyudi, W. E. (2020). The Effectiveness of Information and Communication Technology (ICT) in Learning Islamic Education. AL-ISHLAH: Jurnal Pendidikan, 12(1), 119–126. https://doi.org/10.35445/alishlah.v12i1.134