Integrasi Teknologi dalam Kurikulum Pendidikan Islam untuk Menghadapi Era Digital

Abstract

This article aims to synthesize concepts, strategies, challenges, and success indicators of technology integration within the Islamic education curriculum to enhance quality and relevance in the digital era. The study adopts a systematic literature review design, defining focused research questions, applying inclusion–exclusion criteria to peer‑reviewed journal articles, and conducting thematic content analysis with narrative synthesis. Results indicate that learning management systems, e‑learning, interactive applications, and curated Islamic digital resources improve engagement, accessibility, and learning outcomes when orchestrated as pedagogically aligned strategies with curriculum goals and Islamic values. Key constraints include infrastructure gaps, uneven teacher digital‑pedagogical competence, cultural resistance, and the need for clear content curation standards. The review recommends an integrated policy package encompassing sustained professional development, equitable infrastructure investment, tested technology‑based curriculum models, and ethical/data‑safety guidelines to ensure technology strengthens faith, character, and 21st‑century competencies