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All Journal Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
nailul izzata Gufron
UIN jakarta
Religion Humanities Library & Information Science Social Sciences

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Development Of Ict-Based Islamic Religious Education Media In Addressing The Relevance Crisis Of Learning In The Digital Era nailul izzata Gufron; Hunafa Ulfitriyah; Muhammad Nur Alam Syah; Erba Rozalina Yulianti
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 1 Februari 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i1.1092

Abstract

This study examines the development of ICT-based Islamic Religious Education (PAI) media to address the relevance crisis in learning during the digital era. The research employs a qualitative literature review method, analyzing theoretical frameworks, empirical studies, and policy documents related to ICT integration in Islamic education. The findings reveal three main factors causing the suboptimal utilization of ICT in PAI learning: (a) relevance crisis, where PAI fails to present itself in the visual language and digital platforms inhabited by students; (b) cognitive stagnation due to the absence of facilitated cognitive conflict; and (c) the gap in teachers' digital pedagogical competence. Furthermore, the study identifies four interrelated dimensions of challenges in developing ICT-based PAI media: digital-pedagogical challenges, sociocultural challenges, infrastructural-economic challenges, and ethical-theological challenges. Based on the characteristics of digital-era learners including preference for bite-sized and visual content, need for interactivity and active participation, orientation toward speed and instant gratification, need for authenticity and personal relevance, and high tendency for multitasking this study formulates three forms of ICT-based PAI media design: (1) Islamic value-based digital educational games with adaptive difficulty adjustment; (2) cognitive load-based instructional videos (60-180 seconds duration); and (3) interactive visual media in the form of short animations, interactive infographics, and visual simulations. This study contributes to the development of pedagogical frameworks for transformative Islamic education in the digital era.
Co-Authors Erba Rozalina Yulianti Hunafa Ulfitriyah Muhammad Nur Alam Syah