Islamic Pedagogy and Digital Modernity: Moral Formation and Value-Oriented Technology Integration in Islamic Religious Education
DOI:
https://doi.org/10.18592/albanjari.v24i2.18591Abstract
The expansion of digital technology has reshaped Islamic Religious Education (IRE), creating new pedagogical opportunities alongside normative tensions related to moral and spiritual formation. While digital media are increasingly embedded in religious classrooms, their uncritical use risks reducing IRE to a technocratic practice detached from its ethical and spiritual foundations. This challenge reflects broader negotiations between Islamic pedagogy and digital modernity within contemporary Muslim societies. Existing research on digital integration in religious education is largely dominated by technopedagogical frameworks such as TPACK and the SAMR model, which emphasize instructional effectiveness and technological competence. However, these approaches insufficiently address the moral and normative dimensions that constitute the core aims of Islamic education. As a result, a conceptual gap persists between technology adoption and value-oriented pedagogy. This study examines how digital media integration in Islamic Religious Education is pedagogically negotiated and normatively framed, and proposes a value-oriented integration model grounded in Islamic pedagogy. Using a mixed methods approach with a sequential explanatory design, the study combines survey data from 30 IRE teachers with in-depth interviews and classroom observations. Data were analyzed through descriptive statistics and the Miles and Huberman interactive model. The findings indicate that digital integration remains largely at substitution and augmentation levels. Nevertheless, teachers develop adaptive, collaborative, contextual-value, and reflective-spiritual strategies to sustain moral guidance. This study reframes digital integration as a moral–normative process and concludes that effective digital innovation in Islamic education requires value-conscious pedagogy, institutional support, and continuous professional development.
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2026-01-11
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Copyright (c) 2025 Zahrotus Saidah, Nabila Nabila, Siti Maryam Munjiat, Meiza Fajar Akbar

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