The role of Islamic education teachers in developing innovative learning in the digital era: a literature review
Abstract
This study aims to analyze the strategic role of Islamic Religious Education (PAI) teachers as digital innovators in the era of disruption. Unlike previous studies that have largely focused on the technical aspects of digital learning, this research addresses the theoretical gap regarding the integration of technological competence with the preservation of Islamic values. Using a qualitative literature study method with thematic content analysis of recent literatures including academic journals, policy documents, and relevant books this research introduces the concept of Value-Added TPACK. This is an integrative framework that synergizes technology, pedagogy, and the internalization of akhlaq (Islamic ethics). The results indicate that PAI teachers must transform into ethical gatekeepers who effectively filter global digital information through the perspective of Islamic values. Innovative learning models, such as blended learning and gamification, are identified not merely as technical tools, but as wasilah (means) to achieve falah (spiritual success) by fostering Higher Order Thinking Skills (HOTS) and Higher Order Spiritual Skills. This study concludes that the "Islamization of technology" approach is crucial to ensure that digital transformation remains aligned with the core objectives of Islamic education and maintains the moral authority of educators amidst information disruption
The results indicate that Islamic Education teachers play strategic roles as facilitators, instructional designers, innovators, and value educators in the learning process. Innovative learning can be implemented through the use of digital technologies such as e-learning, blended learning, interactive multimedia, and student-centered approaches including project-based and problem-based learning. However, the implementation of innovative learning still faces several challenges, including limited digital literacy among teachers, insufficient professional training, and inadequate facilities and institutional support. This study concludes that strengthening teachers’ digital pedagogical competence, enhancing creativity in instructional design, and integrating technology with Islamic values are essential to developing innovative, effective, and relevant Islamic Education learning in response to the demands of the digital era
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