Leveraging Learning Analytics To Analyze Student Engagement And Learning Outcomes In Digital-Based Islamic Religious Education

Abstract

Digital-based Islamic Religious Education (IRE) provides opportunities to use learning activity data to understand student engagement and learning outcomes. However, high levels of digital activity do not necessarily indicate deep cognitive engagement or successful learning. This study aims to analyze the use of learning analytics to examine student engagement and learning outcomes in digital-based IRE. It employs a qualitative approach using the library research method. Data were obtained by reviewing relevant literature on learning analytics, student engagement, learning outcomes, and digital-based IRE, and were analyzed descriptively through the identification and synthesis of findings. The results indicate that learning analytics can be used to identify behavioral engagement through access to learning materials, task completion, and participation in assessments, as well as to examine cognitive engagement through students’ understanding of learning materials and the quality of their responses. The use of these data can help educators identify learning difficulties, provide feedback, and determine appropriate instructional follow-up. Nevertheless, the relationship between engagement and learning outcomes must be interpreted cautiously because it is influenced by various factors. Digital activity data are also insufficient to assess all aspects of religious understanding and character development. This study concludes that learning analytics has the potential to support pedagogical decision-making in digital-based IRE, provided that data quality, privacy, and the learning context are taken into account.