Digital-Based Islamic Religious Learning Model: A Transformative Curriculum Approach In High School

Abstract

The digitalization of education has catalyzed significant transformations in pedagogical approaches, particularly within Islamic Religious Education (IRE) in secondary schools. This study investigates how digital tools and transformative curriculum frameworks intersect to enhance the relevance, accessibility, and effectiveness of IRE. The aim is to examine the role of digital pedagogy in reshaping curriculum delivery and religious learning experiences among adolescent learners.

Using a systematic literature review methodology, peer-reviewed articles published between 2020 and 2025 were analyzed from Scopus-indexed journals. Selection criteria included relevance to Islamic education, digital learning, curriculum transformation, and secondary educational settings. Thematic synthesis revealed five dominant trends: digital recontextualization of Islamic content; implementation of student-centered, project-based pedagogies; redefined teacher roles; decentralized religious authority through digital media; and institutional readiness challenges.

The results demonstrate that digital platforms when integrated within a transformative curriculum enable meaningful engagement with Islamic teachings, support student agency, and promote contextual understanding of religious values. Teachers act as facilitators in this ecosystem, requiring both pedagogical innovation and digital competence. The study further highlights the implications of digital religious authority on learners’ perceptions and the necessity for critical digital literacy in religious instruction.

In conclusion, the integration of digital tools in IRE, supported by a transformative pedagogical model, offers a robust pathway for renewing religious education. These findings contribute to current discourse on digital religious pedagogy and suggest a conceptual framework for future curriculum development and empirical research.