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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of Islamic Education Research
Ayus Ahmad Yusuf
Cyber State Islamic University of Syekh Nurjati Cirebon
Religion Humanities Education

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Islamic Religious Education in the Merdeka Curriculum Era: A Systematic Literature Synthesis on Methods, Digital Media, and Educational Technology Selvia Mei Ristian Prastiwi; Abdul Aziz; Ayus Ahmad Yusuf
Journal of Islamic Education Research Vol. 7 No. 3 (2026): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v7i3.574

Abstract

The digital transformation of education has significantly influenced the implementation of the Merdeka Curriculum, particularly in Islamic Religious Education (Pendidikan Agama Islam [PAI]). This study aims to synthesize research findings on the transformation of PAI learning and develop an integrative conceptual model linking pedagogical innovation, digital media, educational technology, and Islamic character formation. Using a Systematic Literature Review (SLR) based on the PRISMA 2020 protocol, 25 Scopus- and Sinta-indexed journal articles published between 2021 and 2025 were systematically analyzed. The findings reveal that the Merdeka Curriculum encourages student-centered learning approaches, including Project-Based Learning (PjBL), Contextual Teaching and Learning (CTL), Flipped Classroom, and Blended Learning, supported by digital media and educational technologies such as Learning Management Systems (LMS), mobile learning, gamification, and artificial intelligence (AI). Teacher competence and digital ethics emerged as key mediating factors in the success of learning transformation. The originality of this study lies in the development of the Integrative Digital Islamic Learning Ecosystem Model (IDILEM), which integrates seven interconnected components and embeds Islamic technology ethics—tabayyun, maṣlaḥah, ‘adl, and amānah—into the TPACK and Connectivism frameworks through ETPACK. This study contributes a theoretical framework and practical guidance for designing digitally adaptive PAI learning while preserving Islamic values. 
Integrating a Love-Based Curriculum into Islamic Religious Education for Character Development in the Digital Era: An Integrative Literature Review Riskiyah; Abdul Aziz; Ayus Ahmad Yusuf
Journal of Islamic Education Research Vol. 7 No. 3 (2026): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v7i3.577

Abstract

This study examines the integration of a Love-Based Curriculum into Islamic Religious Education as a framework for strengthening student character in the digital era. Employing an integrative literature review design, the study synthesized scholarly articles, books, book chapters, conference proceedings, and educational policy documents published between 2010 and 2026. Relevant literature was systematically collected from Scopus, Web of Science, ERIC, DOAJ, Google Scholar, Garuda, and SINTA and analyzed through thematic synthesis involving open coding, axial coding, categorization, and conceptual interpretation. The findings indicate that mahabbah (love), rahmah (compassion), and amanah (trustworthiness) function not only as moral outcomes but also as pedagogical mechanisms that facilitate character formation through caring educational relationships, reflective learning, ethical guidance, and value internalization. The literature further suggests that deep learning, digital ethics, and collaboration among schools, families, and communities strengthen students’ moral resilience and responsible participation in digitally mediated environments. The originality of this study lies in integrating pedagogical love, Islamic educational philosophy, deep learning, and digital ethics into a unified conceptual framework for character development. This study contributes to contemporary Islamic education by offering a humanistic and spiritually grounded model that balances intellectual competence, ethical responsibility, emotional maturity, and moral resilience in response to the challenges of digital transformation.
Reconstructing Teacher–Student Relations in Islamic Adab Education: A Critical Analysis of the Islamic Religious Education Curriculum in Madrasah Aliyah Lu'lu'ah Luthfiyah Hamda; Ayus Ahmad Yusuf; Abdul Aziz
Journal of Islamic Education Research Vol. 7 No. 3 (2026): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v7i3.579

Abstract

This study aims to reconstruct teacher–student relations in Islamic adab education by critically examining the construction of authority, obedience, and student positioning within the Islamic Religious Education curriculum of Madrasah Aliyah. The study employed a qualitative library research design integrating thematic synthesis, critical textual analysis, Jacques Derrida’s deconstruction, and Michel Foucault’s theory of power relations. Data were collected from PAI curriculum documents, adab-related learning materials, classical Islamic educational texts, and relevant Scopus-indexed literature. The findings reveal three interconnected themes: teacher authority remains a fundamental element of Islamic adab education, student agency is increasingly recognized as an essential dimension of meaningful learning, and safe learning environments require a balance between ethical authority, learner participation, and educational accountability. The study further demonstrates that hierarchical interpretations of authority and obedience can be reinterpreted through a dialogical-adab framework that promotes mutual respect, learner dignity, and educational responsibility. The novelty of this study lies in integrating Islamic adab traditions, student agency theory, educational safeguarding, and critical perspectives on power relations into a unified framework for curriculum reconstruction. The study contributes to Islamic educational theory and curriculum development by offering a dialogical-adab model that supports ethical leadership, student empowerment, and safe learning environments in contemporary Islamic education.
Co-Authors Abdul Aziz Lu'lu'ah Luthfiyah Hamda Riskiyah Selvia Mei Ristian Prastiwi