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All Journal Thawalib: Jurnal Kependidikan Islam Journal Emerging Technologies in Education
Sibusiso Ndlovu
University Western Cape
Education

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Integration of Technology and Islam-Based Curriculum in Improving School Quality Nurrohman Nurrohman; Irfan Anshori; Sibusiso Ndlovu
Thawalib: Jurnal Kependidikan Islam Vol. 7 No. 1 (2026): Thawalib: Jurnal Kependidikan Islam
Publisher : STAI Publisistik Thawalib Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54150/thawalib.v7i1.810

Abstract

The integration of technology and a curriculum based on Islamic values at Sekolah Menengah Kejuruan Informatika Kota Serang remains limited, with few studies that combine both to enhance education holistically. This study aims to analyze how integrating technology with an Islamic-based curriculum can improve educational quality. The research employs a qualitative case study approach, collecting data through interviews, observations, and documentation, and analyzing it through condensation, presentation, and drawing conclusions. The results indicate that technological integration through Tally, Braja, ARKAS, E-Learning, WhatsApp, and Information Technology media enhances student management, financial administration, communication, learning processes, and students’ digital skills. The Islam-based curriculum through Islamic Religious Education, Tarbiyah Islamiyah, and Islamic Gathering fosters Islamic character, a positive learning ethos, discipline, responsibility, tolerance, and social awareness. The synergy of both approaches increases student engagement, learning outcomes, critical thinking, and creativity, making the school adaptive to technology while maintaining internalization of Islamic values. In conclusion, the simultaneous integration of technology and Islamic curriculum improves education quality, student engagement, learning outcomes, and adaptive Islamic character. This study is significant as an innovative model for the development of vocational education policy and practice, combining academic and Islamic character aspects to enhance students’ creativity, problem-solving, and adaptability.
The Global Classroom: Utilizing Collaborative Platforms for Cross-Border Project-Based Learning Iwan Adhicandra; Sibusiso Ndlovu; Jabulani Dlamini
Journal Emerging Technologies in Education Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v4i1.3522

Abstract

Background. Globalization and rapid advancements in digital technologies have significantly transformed the landscape of higher education, encouraging institutions to adopt innovative learning models that transcend geographical boundaries. Collaborative digital platforms have emerged as important tools for facilitating international learning experiences, enabling students from different countries to participate in shared academic projects. Cross-border project-based learning supported by digital collaboration tools offers opportunities to enhance intercultural communication, collaborative problem-solving, and global competence among students. Despite the increasing adoption of such platforms, empirical evidence regarding their effectiveness in supporting structured global classroom environments remains limited. Purpose. This study aims to examine how collaborative digital platforms can facilitate cross-border project-based learning and to evaluate their influence on student engagement, intercultural interaction, and collaborative knowledge construction within the global classroom framework. Method. A mixed-methods research design was employed involving 120 undergraduate students from four universities participating in multinational project teams. Data were collected through questionnaires, platform interaction logs, reflective journals, and semi-structured interviews. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were examined through thematic analysis. Results. Results indicate that collaborative digital platforms significantly enhance student engagement, intercultural communication, and collaborative problem-solving abilities. High levels of digital interaction were positively associated with improved teamwork quality and global competence development. Conclusion. The study concludes that integrated collaborative platforms provide effective infrastructures for supporting sustainable global classroom environments in higher education.
Co-Authors Irfan Anshori Iwan Adhicandra Jabulani Dlamini Nurrohman Nurrohman