RELIGIOUS VALUES SHAPE DIGITAL CURRICULUM MANAGEMENT IN INDONESIAN ISLAMIC EDUCATION: AN INTEGRATIVE REVIEW

Ali Fahim; Muhammad Husni; Aditya Aroun Kholwani

doi:10.61815/alibrah.v11i1.919

Authors

Ali Fahim Al-Qolam University, East Jawa, Indonesia https://orcid.org/0009-0008-3864-6567
Muhammad Husni Al-Qolam University, East Jawa, Indonesia
Aditya Aroun Kholwani Al-Azhar University, Cairo, Egypt

DOI:

https://doi.org/10.61815/alibrah.v11i1.919

Keywords:

Islamic curriculum management, digital pedagogy, cognitive-spiritual integration, integrative literature review

Abstract

Digital transformation has reshaped curriculum management in Islamic educational institutions, generating tensions between technological efficiency and the spiritual-ethical foundations that define Islamic pedagogy. This study examines how digital technology integration in Islamic curriculum management generates, sustains, or resolves cognitive-spiritual tensions in Indonesian Islamic educational institutions. Using an integrative literature review methodology, 23 peer-reviewed sources published between 2017 and 2026 were systematically identified, screened, and synthesized through thematic analysis from an initial pool of 330] identified records. Findings reveal three key outcomes: first, religious and spiritual orientation consistently overrides technical factors as the primary determinant of technology adoption; second, cognitive costs of digital technology use are relatively context-independent, while spiritual-affective outcomes are highly contingent on deliberate instructional design and institutional management quality; third, productive digital curriculum management operates through three nested mechanisms, humanized instructional design, quality management systems, and institutional Islamic identity alignment. The study proposes reconceptualizing spiritual formation as an operational variable of curriculum management rather than a peripheral aspiration, offering curriculum managers an evidence-based framework that transcends the false choice between digital innovation and Islamic educational integrity.

Downloads

Download data is not yet available.

References

Abubakari, M. S., & Priyanto, P. (2021). Analysing Technology Acceptance for Digital Learning in Islamic Education: The Role of Religious Perspective on ICT. Journal of Computing Research and Innovation, 8 (1). https://doi.org/https://doi.org/10.24191/jcrinn.v8i1.344

Ahmed, A., Abidin, Z., & Mahfooz, A. (2023). The Urgency of Islamic Education Management in Era Globalization. Zabags International Journal of Education, 1 (2), 92–101. https://doi.org/10.61233/zijed.v1i2.12

Anshari, M., Almunawar, M. N., Shahrill, M., Wicaksono, D. K., & Huda, M. (2017). Smartphones usage in the classrooms: Learning aid or interference? Education and Information Technologies, 22 (6), 3063–3079. https://doi.org/10.1007/s10639-017-9572-7

Anwar, M. (2025). The Dual Impact of Smartphone Usage on Short-Term Memory, Attention, and Academic Performance in Digital Learning Environments. Sinergi International Journal of Psychology, 2 (3), 135–150. https://doi.org/10.61194/psychology.v2i3.503

Arjunnajata, R., Ibrahim Mamesah, M. F. A., & Fathurrohman, R. (2024). Dampak Pembelajaran PAI Berbasis Lingkungan dengan Integrasi Teknologi dan Media Sosial terhadap Karakter Religius Siswa SDN 1 Mlaran Purworejo. Indonesian Journal of Education, Ethics, and Technology Integration, 3 (2), 109–118. https://doi.org/https://doi.org/10.21927/ijeeti.2024.3 (2).109-118

Bali, M. M. E. I., & Ramadani, R. (2025). Utilizing Digital Technology to Enhance Learning Quality in Salafiyah Pesantren: A Qualitative Case Study. INTEC Journal, 4 (3). https://doi.org/https://doi.org/10.59562/intec.v4i3.9550

Hanif, Muh., Mukhroji, Suwito, H., Mubaroq, A. C., & Dharin, A. (2024). Pesantren Resistance to Indonesia’s National Curriculum to Defend Its Curriculum Model. Revista de Gestão Social e Ambiental, 18 (7). https://doi.org/https://doi.org/10.24857/rgsa.v18n7-049

Hasbi, M., Alim, N., & Machmud, H. (2025). Transformation of Education Quality in Islamic Higher Education Institutions through Organizational Culture and Integrated Quality Management. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 6 (3), 375–386. https://doi.org/10.31538/munaddhomah.v6i3.1921

Makhluf, A. Z., Khoerunnisa, N., Rondiyah, S. N., & Mu’aimanah, U. (2023). Digital Readiness in Islamic Education: A Case Study of Pesantren Assalafiyyah Mlangi Sleman, Indonesia. Journal of Islamic Education Management Research, 1 (2), 131–140. https://doi.org/https://doi.org/10.14421/jiemr.2023.12-04

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108 (6), 1017–1054. https://doi.org/https://doi.org/10.1111/j.1467-9620.2006.00684.x

Rodliyah, St., Khusnuridlo, Moh., Fauzi, I., & Baharun, H. (2024). Optimizing the quality of Islamic Senior High School graduates through curriculum management of vocational programs based on pesantrens in East Java, Indonesia. Cogent Education, 11 (1), 2423437. https://doi.org/10.1080/2331186X.2024.2423437

Rohman, A., Isna, A., Taruna, M. M., Rachmadhani, A., Atmanto, N. E., & Nasikhin, N. (2024). Challenges in Islamic Education Curriculum Development: A Comparative Study of Indonesia, Pakistan, and India. International Journal of Learning, Teaching and Educational Research, 23 (6). https://ijlter.org/index.php/ijlter/article/view/10351

Romlah, L. S., Pahrudin, A., Fauzan, A., Kesuma, G. C., & Purnama, R. (2025). Institutionalizing OBE through Transformative Curriculum Management: Insights from an Indonesian Islamic University. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 6 (4), 575–585. https://doi.org/10.31538/munaddhomah.v6i4.2319

Saifudin, Aji, M., Musonif, I., Darmawan, Z. G., & Maharani, A. P. (2025). Between Adab And Digital Learning: A Qualitative Case Study In Indonesian Pesantren-Based Madrasah. IJGIE (International Journal of Graduate of Islamic Education), 7 (1), 503–517. https://doi.org/10.37567/ijgie.v7i1.5146

Saparudin, H., Susanti, S. S., & Mustopa, A. (2025). THE EFFECT OF CULTURAL DIVERSITY AND DIGITALIZATION ON THE STUDENT’S CHARACTER, SCIENTIFIC REASONING SKILL, AND RELIGIOUS TOLERANCE IN PESANTREN. Edukasi Islami: Jurnal Pendidikan Islam, 14 (01), 133–148. https://doi.org/https://doi.org/10.30868/ei.v14i01.7838

Sarpendi, S., & Komalasari, M. A. (2023). The Role of Islamic Education Management in Improving Human Resources: A Review of the Implementation of Islamic Education in Indonesia. Bulletin of Science Education, 3 (3), 220–227. https://doi.org/10.51278/bse.v3i3.831

Small, G. W., Lee, J., Kaufman, A., Jalil, J., Siddarth, P., Gaddipati, H., Moody, T. D., & Bookheimer, S. Y. (2020). Brain health consequences of digital technology use. Dialogues in Clinical Neuroscience, 22 (2), 179–187. https://doi.org/10.31887/DCNS.2020.22.2/gsmall

Sugesti, V. N., Pahrudin, A., Jatmiko, A., Koderi, & Syafei, I. (2025). Pengembangan Kurikulum PAI Integratif dalam Menumbuhkan Kecerdasan Emosional dan Spiritual. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10 (4), 359–372. https://doi.org/https://doi.org/10.23969/jp.v10i04.35093

Susanti, S. S., Nursafitri, L., Hamzah, I., Zunarti, R., Darmanto, Fitriyah, Asy’arie, B. F., & As’ad, M. S. (2024). Innovative Digital Media in Islamic Religious Education Learning. Jurnal Pendidikan Agama Islam, 21 (1), 40–59. https://doi.org/https://doi.org/10.14421/jpai.v21i1.7553

Suyadi, S., & Widodo, H. (2019). Millennialization of Islamic Education Based on Neuroscience in the Third Generation University in Yogyakarta Indonesia. QIJIS (Qudus International Journal of Islamic Studies), 7 (1), 173–196. https://doi.org/https://doi.org/10.21043/qijis.v7i1.4922

Syafii, I., & Sariyani, S. (2024). Online Tahsin and Affective Engagement: Exploring Emotional and Spiritual Experiences of Islamic Education Students. El-Idarah: Jurnal Pendidikan dan Pembelajaran, 12 (2). https://doi.org/https://doi.org/https://doi.org/10.19109/ejpp.v12i2.31438

Torraco, R. J. (2005). Writing Integrative Literature Reviews: Guidelines and Examples. Human Resource Development Review, 4 (3), 356–367. https://doi.org/10.1177/1534484305278283

Wasehudin, W., Rohman, A., Wajdi, M. B. N., & Marwan, M. (2023). Transforming Islamic Education through Merdeka Curriculum in Pesantren. Jurnal Pendidikan Islam, 9 (2), 255–266. https://doi.org/10.15575/jpi.v9i2.28918

Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.

Whittemore, R., & Knafl, K. (2005). The integrative review: Updated methodology. Journal of Advanced Nursing, 52 (5), 546–553. https://doi.org/10.1111/j.1365-2648.2005.03621.x

Yani, A., & Ulfa, M. (2025). Technology-Based Learning Management in Islamic Schools. Journal of Social And Education Research, 3 (3), 128–135. https://doi.org/10.63265/jser.v3i3.133

Zakiyyah, I., Suparto, & Maswani. (2024). Learning Management of Islamic Religious Education Based on Digital Technology. 2024 12th International Conference on Cyber and IT Service Management (CITSM), 1–7. https://doi.org/10.1109/CITSM64103.2024.10775708