The Importance of Integrating ICT Into Islamic Study Teaching and Learning Process

Teachers of Islamic Study bear a great responsibility to help students have a balanced personality; physics, emotions, and intelligence consistent with the philosophy of Islamic Study and the goal of national Education. The courses of Islamic Study, aqidah, observance, akhlak, fiqih, alquran and history require various strategies, methods, and teaching media. It is considered inappropriate if teachers of Islamic Study spend most of the hours explaining all materials about shalat, hajj, and the history of Islam using ‘chalk and talk’ strategy. Therefore, applying ICT in the classroom such as using computers and internet connection in a teaching and learning process is likely to be an alternative. Some other previous research showed that many Islamic Study teachers were seldom applying ICT during the teaching and learning process. It might be due to the lack of facilities and training, and teachers’ low esteem. This article explains how integrated ICT; computers and internet connections may support the teaching and learning process in the classroom. The explanation is strengthened by some theories, experts’ reviews and previous research findings related to the Islamic Study. The findings of the article are expected to provide references that may be used to integrate ICT in the teaching and learning process.


Introduction
In the educational context, ICT refers to technology used to manage, process, gain, arrange, save and manipulate data in order to present information employed for educational needs through electronic media (Sanchez et al. 2001).
The term 'teaching and learning' refers to a set of activities that are arranged based on students' needs aiming at shaping students' character through a series of learning experience (Slavin, 2005).
Referring to the previous definitions, it is understood that in the educational context, ICT and teaching and learning are separated, yet they are actually a combination of learning media and learning materials. They mutually support in order to achieve certain competencies. The integration of ICT in the teaching and learning context is meant to utilize the ICT devices aiming at Engkizar, Indah Muliati, Rini Rahman and Alfurqan The Importance of Integrating ICT Into Islamic Study Teaching and Learning Process Khalifa Journal of Islamic Education :: Volume 1, Number 2, September 2017/1438 P-ISSN : 2541-6588 ; E-ISSN :  supporting teaching processes done by the teachers; therefore students may have more learning experiences during the lesson (Gaible & Burns, 2005).
It cannot be denied that within the last few decades Information and Communication Technology has improved significantly. ICT affects various aspects of human lives, such as education (Slechtova, 2015;Perwabaningsih, 2013).
In recent years, ICT has been applied globally. Computer and internet connection provide a huge amount of latest information which is accessible, easy and affordable (Oetomo, 2012). Bennet et al. (2008) say that the revolutionary use of ICT has been spreadly influenced many aspects of human lives, in education, ICT is the motor of New Educational System that brings forth the E-Education, E-School, E-Campus, E-Learning dan E-University. Holmes (1993) confirms that integrating ICT in the teaching and learning process is needed by teachers who are eager to learn using technology-based media. Another important element is an approach to integrate ICT as teaching media in the classroom (Williams, 2000). Gross et al. (2012) state that the availability of ICT in the education is no longer questioned. There are huge numbers of educational applications produced by internet connection and provided by ICT such as the availability of E-Book, E-Magazine, E-Library, Virtual Class, E-Education E-Learning. The applications are accessible both by teachers and students online.
The availability of ICT is even more popular and widely used to assist teaching and learning process. It is interactive and connected with various global connections so that the access coverage is unlimited (Yasak and Alias, 2015). It has been proven that the integration of ICT brings better improvement in education.

The Use of ICT in Indonesia Education System
Education is one of the instruments used to measure a progress of a nation. Therefore, the education aspect should be given a certain attention; in the aspect of equity, facilities, qualities, and outcomes. In some previous decades, the discrepancy in education was a public spotlight. The concerns were about the insufficient facilities, unqualified human resources and disintegrated education system.
According to Munir (2009), the implementation of ICT-based education is not merely following the global trend, it is a strategic step to upgrade the accessibility and the equity of education in Indonesia. Thus, it is possible to say that utilizing ICT as a supporting facility for education accessibility is one convenient solution.
In general, ICT-based education has been implemented in Indonesia.
However, the implementation is limited to a particular and certain scope.
According to Hamruni (2009) problems in education include the equity and opportunity to get the education, the improvement of education quality, relevancy and efficiency. By utilizing ICT, the government expects to overcome education dilemma. UNESCO (2005) divides the four phases of ICT. First, the emerging phase; it is to understand the importance of ICT for education, second, the applying phase; it is to put ICT as an intended object, third, the integrating phase; it is to use ICT as media to learn, and fourth, the transforming phase, it is to make ICT as the catalyst of education renewal. UNESCO points out that Indonesia is in the second phase; applying. This indicates that the use of ICT in Indonesia for education purpose is low. Engkizar, Indah Muliati, Rini Rahman  On the contrary, society seems to have high interest in utilizing ICT. Based on a research written by Hapsari and Wisma (2014), APJII and BPS in 2013 state that the number of internet users in 2013 increase to 71 million users which is upscaling until 13% from the previous year. This indicates that ICT users in Indonesia increase significantly.
In order to implement ICT to Indonesia education system, the government, in its strategic plan, assigns that every year; Indonesia expands and intensifies the utilizing of ICT in the education sector both as and approach to educational equity and as media for the interactive learning process. Shortly, it is possible to say that Indonesia has already started to implement integrated ICT in its education system.

ICT in the Perspective of Islam
History states that Muslims had utilized the ICT much earlier than another group of people. It notes that paper industry was begun in 729 M in Baghdad. Since 1040 M, the Islamic kingdom utilized paper for all its businesses.
Unfortunately, in the 17th century, Muslims were forced to give up the use of technology since the industry was taken over by Western (Abu Bakar and Siti Fatimah, 1999). Referring to the Quran and hadith, no postulates happen to forbid Muslims to use and utilize technology. It is clear that Islam has a concern on technology. The first revelation of Allah SWT signs people to discover all aspects of sciences and knowledge covering various features. This includes the science and knowledge of ICT. 153 Engkizar,Indah Muliati,Rini

It is believed that the development of the ICT-based education for Islamic
Study should be adjusted to the identity of Quran and hadiths. The orientation should be formed in a 3-way relationship, they are: God oriented, human relationship oriented, and human-environment oriented.
Furthermore, the psychology aspects that need to be concerned in developing the ICT-based education for Islamic Study are, first, the students' cognitive aspect where its center is in the brain. It relates to students' intelligence. Second, it is the students' affective aspect. This aspect controls students' emotional intelligence. Third, the students' psychomotor aspect, which relates to their activities as Muslims. Thus, it is clear that Islam and technology support mutually.

ICT in the Perspectives of Islamic Study Teachers
Based on research conducted by Razak (2001), it was found that the use of ICT in Islamic education done by Islamic Study teachers was low. This might be the reason why students faced some difficulties in understanding the learning Hatifah (2006) says, among 50 teachers involved in the research, 44% (22 teachers) state that they never had ICT training, the other 56% (28 teachers) admit that they were never traind to design ICT-based lesson. Most of the teachers used text books and boards as their teaching media.

Draman (2001) concludes that teachers' understanding about integrating
ICT into the teaching and learning process was low. While Manan (1999) says that the availability of ICT such as computers was the main problem in most researched schools. Referring to some previous related research findings, it is concluded that the use of ICT in teaching and learning process of Islamic Study is not yet optimum. It is due to the lack of skilled teachers and sufficient facilities.

The Urgency of ICT in the Teaching and Learning Process
In the teaching and learning process, students are quite often given abstract learning materials. Some are even way beyond their understanding.
Thus, teachers frequently have problems in teaching. Visualizing is one way that teachers may use in order to make the learning materials become easier to be understood. According to Raihan & Shamim, (2013), teachers can use ICT such as computers, multimedia application, pictures, animations, and video. Therefore, the learning materials presented are more understandable. Rosenberg (2001) states that integrating ICT in the teaching and learning process gives an opportunity for the teachers to introduce contextual learning.
ICT-based lesson focuses on the learning context and students' real-life activities.
In other words, teachers possibly turn the abstract learning materials vividly. 155 Engkizar,Indah Muliati,Rini  Sahin (2010) explains that the use of ICT in the learning process permits teachers to explore the learning materials through the multimedia applications that are possibly designed with a computer. Teachers can use an internet connection to access huge numbers of learning sources available on many various websites.
Internet always provides latest sources, while textbooks are usually renewed every after 3 years (Yahaya, 2001) According to Badusah (2000), integrating ICT offers some conveniences.

. The Five phases of ICT influence toward Islamic Study
The unlimitedness of communication over nations is one proof that the development of ICT is way progressing. Therefore, integrating the use of ICT in education especially in teaching and learning is necessary. To emphasize, the urgency of ICT in the education is not to be questioned. The integration is a medium for teachers to deliver messages in the classroom. Methods and media used are necessarily concerned by the teachers. The learning materials, timeallocated, situation, and condition should be suitable with the availability of ICT in the classroom.

Integrating ICT in Teaching and Learning
The use of ICT explained in the article is limited to the use of computer and internet connection. This is in agreement with the research conducted by Gaible and Burns (2005) that say in general, computer and internet connection is the most common media used by teachers.

Computer
A computer is an electronic counting machine that receives digital information instantly, processes it based on the programs saved in its memory and results in output information (Rusman, 2012 electronic medium that receives a digital input, and by using its binner codes in its programming the application, it results in output information in form of data visualization and electronic. Utilizing a computer in teaching and learning process enables the students to learn individually, which cultivates their independent learning. The lesson is obtained more meaningful compared to one that done in a conventional way. Miarso (2004) says that utilizing ICT such as computer and internet connection influences students' learning outcomes in a significant way.
Wahono (2007) explains that some of the computer applications used by teachers in the classroom are animation, video, text, graphs, and pictures. In line with that, Webster and Murphy (2008) support the statements that teachers mostly use are texts, graphs, animation, audio, and video.
It is possible to say that various applications such as texts, pictures, voices, videos, animations, and interactions can be applied as supporting media in the classroom. As stated by Jamaluddin & Zaidatun (2000), there are five computer media applications possibly used by teachers; texts, animation, audio, videos, and interaction. The statement is briefly described as the following graph:  (2003), there are few concerns in using a text; first, types of font may be different on some platforms, second, the font type needs certain customization, third, text size, color, and effect should be adjusted, such as the anti-alias where the text merges the background.
A text is a basic application in a multimedia system. Texts have various attractive types and fonts in delivering information. Texts can also be used to highlight a message or gist of information (Jamaluddin & Zaidatun, 2000). The use of text in learning supports the learning process, thus the activities in the classroom are more meaningful (Lach, 2006 Animation is an application in computer multimedia. It is mostly used to present information that requires less interaction with the users; as if in a movie. Animation is also used to support a presentation such effects, slide transitions and others (Vaughan, 2011).
As reported by Vaughan (2011) there are three types of animations: first, 2D animation, it is made by using two dimensions x and y on the Cartesian axis.
Second, the 2 1/2D animation, an animation that adds an illusion on the z axis by adding shadow effect on the picture, but in general, the picture is still on the twodimensional plane. Third, the 3D animation, it is a virtual room that has three dimensions moved through three axes; x, y, and z so the objects move around and approach the viewers. Yet, in the learning context, teachers often use the animation in the first phase, since it is effortless to use and integrate it into a learning activity.
Furthermore, Rozinah (2005) says that in the learning context, teachers can use computer animation to present the learning materials and make students focus more on the lesson. The use of animation also provides a chance for students to explore their skills.

c) Audio
Audio is a medium to deliver voice messages. This medium only requires hearing senses and manipulates voices (Setyosari and Sihkabuden, 2005). Voice is a phenomenon produced by vibes of analog signals with the amplitude that changes continuously in accordance with the time. In the Indonesian Dictionary (1995), a voice is defined as noise produced by human's mouth, animals' noise, and utterances. Therefore, seen from its property, the message of audio can be delivered both verbally and non-verbally.
Verbal messages can be words while the non-verbal ones can be sounds, vocals such as grumbles, mutters, music, and others.
Audio is used to convey information effectively, such as using the background or special impressive audio. Besides, audio attracts students' attention during a learning process. The technology eases students to elicit the information better. In addition, it evokes students' motivation to gain more knowledge.
Audio offers a few conveniences for teachers. It attracts students' attention, influences their emotions and thoughts, empowers their memory, and eases the students to understand the learning materials. Besides, it accommodates teachers to present a learning concept which is difficult to be explained through words only. As stated by Kanifatul (2013), learning materials are more understandable if the learning atmosphere is pleasant.

d) Video
Another possibly used multimedia application is video. The video is a visual audio-based learning media that stimulates hearing and visual sense. As stated by Daryanto (2010) the video application is useful for learning activities since it occupies students to get new meaningful learning experiences.
As reported by Suwarna (2014), using video in the classroom supported learning processes and had a positive influence on the students' learning outcomes which upscaled up to 79%. In line with that, Mayer (2001) found that outcomes obtained by the experimental group were higher than those of the  Shephard (2003) showed that a class utilized with educational video as its learning media influenced students' learning motivation up to 44.1%.
Based on some previous related studies, it is pointed out that the use of video as a learning medium significantly influences students' learning outcomes.
Besides, using video evokes students' motivation and interests to study more. As reported by Turyati et al. (2016:259) there is a significant difference in the learning process, atmosphere, and students' learning outcomes in the class between the experiment and the control group in the use of educational video.

e) Interactive
According to Rusman (2005) and Nandi (2016), computer-based interactive learning media can be used in various ways; drill, tutorial, simulation, and games. The availability of various interactive learning media provides certain rooms for teachers to choose appropriate learning media. Teachers are allowed to collaborate conventional media and other ICT applications in many forms of interactive media.
As reported by Sanjaya (2016), the learning outcomes of a study group that uses multimedia interactive upscaled up to 19% while the conventional study group was 8%. Interactive learning media is a technology used by teachers to optimize learning activities in the classroom. Eliza (2013) says that interactive learning media give positive influences to students; they are attractive, help students to understand the learning materials better, and raise students' learning motivation. Even, interactive learning media is also considered as an effective approach for adult learners (Im & Park, 2014)

Internet
An Internet is a computer network consists of million computer software connected through certain protocol meant for information exchange (Fauzi, 2008). Puwadi (1999) states that internet is a computer network embodies a number world wide computer network size; from a PC that entails local networks up to the main network that controls the internet. All computers connected through an internet connection can exchange information mutually by utilizing its TCP/IP (Transmission Control Protocol/Internet Protocol) (Kusuma, 2011).
Internet connection can be applied to any computers using LAN/WAN. As stated by Adi (2008) LAN which stands for Local Area Network is a network that is made by connecting some near by computers in one room or one building connected to the gateway. In addition to that, WAN (Wide Area Network) is a network where a computer can be connected to other computers using telephone line. The data are sent and received from or by a computer to another computer through the line. The connector is known as modem or Modulator-Demodulator.
Internet-based learning provides some facilities that can be used by teachers and lecturers, they are World Wide Web (WWW), FTP (File Transfer Protocol), E-Learning, E-Mail, Mailing List, News Group Hardjito (2002). It is admitted that, in Indonesia, internet-based learning is often considered new, in fact, compared to some neighboring countries such as Malaysia and Singapore, Indonesia is quite left behind. In fact, Kusuma (2011) says that using the internet as a learning medium is a necessity, as a way to respond to technology and information development which implies the new paradigm in education.
In general, integrating internet-based learning can be carried out in two ways; first, the web-based learning that utilizes e-mail or milist. Second, 163 Engkizar,Indah Muliati,Rini  Research on integrating ICT into teaching and learning process has been conducted by many researchers, for example, Husna and Wahyuni (2008) found that in general, the Education Technology Department of UN Malang has implemented e-learning model, yet it has some aspects to be improved still, such as the human resources and the facilities. Moreover, Arianto and Fajri (2015) conclude that there are some obstacles in the implementation of e-learning in Indonesia; the lack of skilled learners, and the limitation of infrastructures.
Becker (2004) points out four primacies of internet-based learning. First, it provides more rooms for teachers-students interaction; second, it accommodates teachers and students to interact anywhere and anytime; third, it covers students in a wider range; and fourth, it eases the perfections and information storage.
Shortly, internet-based learning offers more excellences than those conventional learning model used mostly by teachers.
Although the implementation of the model may vary, yet the variations are based on one principle, it is to accommodate teachers and students to interact and communicate more so that the learning process may occur anytime and anywhere. However, it is necessary to occupy the implementation process with adequate and sufficient facilities including teachers who continuously innovate.
Using the internet as a basis for teaching Islamic Study is an inevitability.
Internet is not only a supporting learning system but also a learning source for teachers and students to look for better learning materials. Nowadays, there are Quite often, Islamic teachers or lectures are considered as technology illiterate. It is due to the fact that only a few of them are able to integrate technology into their teaching and learning process and use latest learning materials. Therefore, it is necessary for the teachers and lecturers of Islamic study to be more open towards technology development, to be innovative in using media or any learning sources.

Conclusion
The development of ICT covers almost every aspect of human lives.
Education, for instance, is influenced widely; its concepts, theories, and applications. There have been huge numbers of ways to integrate ICT into education, especially to the process of teaching and learning in the classroom such as E-education, E-learning, E-Journal, E-Book, and E-Library. They offer unlimited time and space for teachers and students to communicate and study.
Integrating ICT to Islamic Study is an inevitability. Islam teaches its Ummat to keep moving forward in all aspects of human lives and using ICT is one way to actualize it.