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Aidil Aidil
Program Studi PJJ Pendidikan Agama Islam, UIN Siber Syekh Nurjati Cirebon, Indonesia
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Social Sciences

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Transformation of Islamic Religious Education Learning from Teacher-Centered to Student-Centered through E-Learning-Based Learning Design Umi Hani; Aidil Aidil; Titien Harsonowati; Sofyanita Mokodompit; Tsalis Fahmi
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.274

Abstract

Religious Education (IRE) is known in Indonesia as Pendidikan Agama Islam (PAI) learning is still dominated by a teacher-centered approach, resulting in low student engagement and suboptimal religious literacy in the digital era characterized by a rapid flow of information. This condition highlights the urgency of developing innovative instructional designs that effectively integrate technology into the learning process. Therefore, this study aims to analyze how e-learning-based instructional design can transform PAI learning into a student-centered approach. This study uses a qualitative approach with library research methods through a search of relevant scientific literature in the Google Scholar, Scopus, and Dimensions databases. Literature was selected based on its relevance to the research topic and analyzed using content analysis techniques. These findings indicate that e-learning-based instructional design, especially through blended learning models, significantly increases active, interactive, and reflective student engagement. Furthermore, well-integrated instructional design contributes to improved religious literacy, including students' ability to understand, analyze, and apply Islamic values ​​in contextual situations. However, its effectiveness is highly dependent on the quality of the instructional design, teacher competence, and students' readiness for independent learning. In conclusion, e-learning-based instructional design serves as a strategic solution to develop adaptive, critical, and meaningful PAI learning in the digital era.
Murobbi As An Exemplary Teacher: Reconstructing The Educator’s Role In Islamic Education Perspektive And Its Relevance In The Digital Disruption Era Umi Hani; Salsabila Laili Ramadhanti; Aidil Aidil
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.331

Abstract

Islamic education positions the teacher not merely as a mu'allim (knowledge transmitter), but fundamentally as a murobbi a holistic educator who nurtures, guides, and models character for students. This study aims to: analyze the concept of murobbi from Qur'anic, hadith, and classical Islamic scholarly perspectives; examine the relationship between the murobbi role and teacher exemplariness (uswah hasanah); and critically assess the relevance and urgency of this concept in the contemporary era of digital disruption. A qualitative library research method is employed, using primary sources (Qur'an, hadith, classical Islamic texts) and secondary sources comprising peer-reviewed national and international journals. The theoretical framework integrates Al-Attas's concept of ta'dib and adab with Bandura's social learning theory, offering a cross-paradigmatic analysis of teacher exemplariness. Findings reveal:  the murobbi concept, rooted in the Arabic rabb, entails a holistic educational mission transcending mere instruction to encompass spiritual, moral, and character formation; uswah hasanah is not merely a pedagogical method but the ontological foundation of the murobbi's identity affirmed by Qur'anic verses, Prophetic traditions, and classical Islamic scholars; in an era of digital disruption, the murobbi as an authentic role model constitutes an irreplaceable anchor for character formation that cannot be substituted by artificial intelligence or digital tools. This study concludes that reconstructing teacher identity as murobbi is a historical and educational imperative for producing intellectually capable and morally grounded students (insan kamil).
The Crisis of Religious Authority of the Digital Generation and Its Implications for Islamic Religious Education in Schools Hindri Caesar Tiara Konjin; Aidil Aidil; Muhammad Iqbal Rahman; Rizka Zahara
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.415

Abstract

The emergence of digital platforms from search engines and social media to religious podcasts and generative artificial intelligence has fundamentally altered how the digital generation acquires, verifies, and internalizes religious knowledge. This phenomenon gives rise to a crisis of religious authority among students, characterized by the erosion of recognition for Islamic Religious Education (PAI) teachers as legitimate primary sources of religious knowledge. This study aims to analyze the shift in religious authority within the digital generation, identify its contributing factors, examine its implications for PAI learning in schools, and formulate a model for reconstructing the role of PAI teachers responsive to the digital era. Employing a library research method with a qualitative approach and content analysis technique, this study reviews recent scholarly sources from 2020 to 2026. Findings indicate that a shift in religious authority has occurred from authority-based to algorithm-based learning; the religious authority crisis is not caused by a scarcity of religious information, but rather by an epistemologically unvalidated information flood; this crisis produces dual effects: expanding access to religious knowledge while undermining the quality of critical religious understanding; and reconstructing the role of PAI teachers from knowledge transmitters to digital religious literacy curators is an imperative. This article proposes the Digital Religious Literacy-Based Islamic Education (DRLIBIE) conceptual model as an operational framework for strengthening PAI in the digital age.  
Co-Authors Hindri Caesar Tiara Konjin Muhammad Iqbal Rahman Rizka Zahara Salsabila Laili Ramadhanti Sofyanita Mokodompit Titien Harsonowati Tsalis Fahmi Umi Hani