Facilitating Digital Learning Transformation through LMS Utilization among Islamic Undergraduate Students
DOI:
https://doi.org/10.63011/fd7q8009Keywords:
digital learning, Islamic higher education, learning management system, participatory action research, student engagementAbstract
The existing body of knowledge on learning management system (LMS) integration in Islamic higher education remains limited, particularly in community engagement contexts that emphasize sustainable digital learning transformation rather than short-term technological adoption. Addressing this gap, the present program aimed to facilitate meaningful LMS utilization among Islamic undergraduate students by strengthening digital pedagogical awareness, learning autonomy, and institutional readiness. The program was conducted at STAI Diponegoro Tulungagung, East Java, Indonesia, employing a participatory action research design that integrated capacity-building workshops, guided LMS implementation, and reflective evaluation. Participants comprised 62 Islamic undergraduate students selected through purposive sampling. Data were obtained across sequential stages, including pre-program needs analysis surveys to identify digital literacy gaps, observational field notes during hands-on workshops and mentoring sessions to capture engagement dynamics, and post-program evaluative questionnaires to assess perceived usefulness, challenges, and learning transformation. The findings indicate improved familiarity with LMS features, enhanced student participation in asynchronous learning, and increased awareness of structured digital learning practices. However, variations in technological access, uneven digital self-regulation, and initial resistance to independent learning practices constrained the depth of transformation. These outcomes suggest that LMS-based digital transformation in Islamic higher education requires sustained mentoring, contextual sensitivity, and institutional support to ensure long-term impact beyond program completion.
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