Utilization of the Learning Management System (LMS) Based on Edmodo in PAI Learning at the Indonesian School in Kuala Lumpur

Moh. Solikul Hadi; Alifia Azzahra Budi; Ali Kuswadi; Feri Riski Dinata

doi:10.25217/jrie.v7i2.7003

Authors

Moh. Solikul Hadi STAI Masjid Syuhada Yogyakarta, Indonesia
Alifia Azzahra Budi STAI Masjid Syuhada Yogyakarta, Indonesia
Ali Kuswadi Institusi Sekolah Tinggi Ilmu Tarbiyah Al Hikmah Bumi Agung Way Kanan, Lampung, Indonesia
Feri Riski Dinata Institusi Sekolah Tinggi Ilmu Tarbiyah Al Hikmah Bumi Agung Way Kanan, Lampung, Indonesia

DOI:

https://doi.org/10.25217/jrie.v7i2.7003

Keywords:

LMS, Edmodo, Islamic Education, digital learning, international school.

Abstract

The development of information technology has encouraged schools to utilize digital platforms for learning. Edmodo, as a Learning Management System (LMS), provides ease in managing materials, assignments, discussions, and assessments. However, its use in Islamic Education (PAI) learning in international schools, such as the Indonesian School of Kuala Lumpur (SIKL), remains limited and requires in-depth analysis. This study aims to analyze the utilization of Edmodo in PAI learning at SIKL, identify usage strategies, explore teachers’ and students’ perceptions, and examine supporting and inhibiting factors in LMS implementation. A descriptive qualitative approach was employed. Data were collected through semi-structured interviews with PAI teachers, students, and the curriculum coordinator; observation of learning activities; and documentation of Edmodo classes, lesson plans, and students’ assignments. Data analysis followed Miles and Huberman’s model, including data reduction, presentation, and conclusion drawing. Edmodo is actively used for delivering materials, assigning tasks, conducting assessments, and facilitating discussions. The most frequently used features are “Assignments,” “Quizzes,” and “Discussion Boards.” Students responded positively to the flexibility of accessing materials and engaging in online discussions. Supporting factors include teachers’ digital competence, school policy support, and stable internet connectivity, while inhibiting factors consist of variations in students’ digital literacy, learning discipline, and limited teacher training. Edmodo positively contributes to PAI learning, particularly in cognitive and digital communication aspects. For optimal results, LMS use should be combined with face-to-face instruction to develop affective and psychomotor aspects and maximize advanced feature utilization. The findings provide guidance for developing digital-based PAI learning strategies in international schools

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