Transforming the Islamic Religious Education Curriculum Through a Digital and Contextual Approach

Etika Pujianti; Fahri Husaini; Abdul Rohimil Mahdi Batubara; Ahmad Ridhoan; Kusmahadi Kusmahadi; Nur Annisa Hasibuan; Siti Atmasari

doi:10.33648/ijoaser.v8i3.1239

Etika Pujianti Universitas Islam An Nur Lampung
Fahri Husaini Universitas Islam An Nur Lampung
Abdul Rohimil Mahdi Batubara Universitas Islam An Nur Lampung
Ahmad Ridhoan Universitas Islam An Nur Lampung
Kusmahadi Kusmahadi Universitas Islam An Nur Lampung
Nur Annisa Hasibuan Universitas Islam An Nur Lampung
Siti Atmasari Universitas Islam An Nur Lampung

DOI: https://doi.org/10.33648/ijoaser.v8i3.1239

Keywords: Islamic Religious Education, curriculum, digital transformation, contextual approach

Abstract

The transformation of the Islamic Religious Education (PAI) curriculum is an urgent necessity in facing the digital era and global disruption. The PAI curriculum can no longer focus solely on the transfer of normative knowledge but must also be responsive to technological developments and the demands of 21st-century competencies. This study aims to analyze strategies for transforming the PAI curriculum through digital and contextual approaches and to propose an applicable, transformative, and relevant curriculum model for modern education. The research employed a library research method by analyzing relevant primary and secondary sources, including books, journals, and recent research reports. The findings indicate that the integration of digital technology into the PAI curriculum enhances students' digital literacy, creativity, collaboration, and critical thinking skills. Meanwhile, the contextual approach plays a significant role in connecting Islamic values with the social and cultural realities of Indonesia's plural society. In conclusion, a PAI curriculum that combines digital and contextual approaches not only increases the relevance of religious education but also shapes inclusive, adaptive, and competitive Muslim generations in the global era. The study recommends teacher training in digital literacy, the provision of adequate educational infrastructure, and the design of teaching materials that balance normative aspects with 21st-century skills

References

ASQIA, A. (2023). PRINCIPAL'S STRATEGY IN DEVELOPING TEACHER'S DIGITAL LITERACY AT STATE JUNIOR HIGH SCHOOL 1 PALOPO. Palopo State Islamic Institute.
Hofmann, J. (2018). Blended learning. Association for talent development.
Ixfina, FD, Fitriani, SL, & Rohma, SN (2024). Transformation of social studies education and the challenges of 21st-century modernity in the era of digital disruption for the millennial generation. ELSE (Elementary School Education Journal): Journal of Elementary School Education and Learning, 8(1).
Johnson, E. B. (2002). Contextual teaching and learning: What it is and why it's here to stay. Corwin Press.
Khosyiin, MI, & Khoiiri, MY (2024). Application of Digital Technology in Improving Learning Effectiveness in Islamic Education. Sasana: Journal of Islamic Religious Education, 3(1), 137–142.
Kusnandar, A., Mirza, I., & Azpar, A. (2025). EXPLORATION OF PROBLEM-BASED LEARNING (PBL) IMPLEMENTATION IN IMPROVING STUDENTS' CRITICAL THINKING SKILLS. Islamic Management: Journal of Islamic Education Management, 8(02).
Muktar, L., & Burhan, LI (2025). The Effect of Problem Based Learning Model on Critical Thinking Skills of Junior High School Students in Remote Areas. CENDEKIA: Journal of Integrated Education, 1(1), 1–12.
Qutub, S. (2025). The Effectiveness of Using the InVideo Application to Increase Student Learning Interest in Islamic Religious Education Learning. Journal of Islamic Education Studies, 4(1), 71–80.
Ramdani, ES, Nurshobahi, H., & Bariyah, K. (2025). Innovation Policy in the Management of Islamic Religious Education. PT Arr Rad Pratama.
Simbolon, BR (2025). PHILOSOPHY OF EDUCATION IN THE ERA OF SOCIETY 5.0.
Siregar, YS, & SP, MP (2024). A Vocational Education Teacher Competency Improvement Training Model with 4C Skills-Based Training Management (Critical Thinking, Creativity, Communication, Collaboration). umsu press.
Su'udi. (2022). Constructivist Learning of Islamic Education and Character Building as an Implementation of Character Education. NEM Publisher. https://books.google.co.id/books?id=mvp7EAAAQBAJ
Sujanto, LF, Kurniawan, Z., & Holik, A. (2023). The Role of Islamic Religious Education Teachers in Improving 21st Century Skills through Digital Literacy. JIIP-Scientific Journal of Educational Sciences, 6(9), 6534–6540.
Tamami, AG, Murhayati, S., & Zaitun, Z. (2024). Innovation in Technology-Based Islamic Religious Education Learning Media. Indonesian Research Journal on Education, 4(4), 2412–2419.
Vygotsky, L., & Cole, M. (2018). Lev Vygotsky: Learning and social constructivism. Learning Theories for Early Years Practice. UK: SAGE Publications Inc, 68–73.
Widiyanti, DA, Fauziah, AS, Emalia, D., & Lestari, AT (2025). Independent Learning in the Digital Era: A Comparative Analysis of the KBK Approach and Adaptive Curriculum. Journal of Educational Technology and Learning | E-ISSN: 3026-6629, 2(4), 962–966.
Wijaya, SP, Wahab, W., & Kurniawan, S. (2024). Implementation of the Independent Curriculum in the Development of Islamic Religious Education Learning Design. Journal of Education Research, 5(4), 6766–6776.
Zain, NH, Iswantir, I., Wati, S., & Zakir, S. (2025). Reform and New Directions for Future Islamic Religious Education. Invention: Journal of Research and Education Studies, 494–514.