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All Journal Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat
Ridho Ramadhan
UIN Siber Syekh Nurjati Cirebon
Education Public Health Social Sciences

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Transformation of the Islamic Religious Education Curriculum Based on the Integration-Interconnection Paradigm in Strengthening Students’ Religious Digital Literacy and Religious Character Fadilatul Janah; Mabub Nuryadien; S. T. Humayah; Ridho Ramadhan
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Jurnal Hasil Penelitian
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.268

Abstract

The transformation of Islamic education in the digital era requires the development of an Islamic Religious Education (PAI) curriculum that is adaptive to technological advancement, digital literacy enhancement, and the strengthening of students’ religious character. However, the implementation of the PAI curriculum still faces the problem of dichotomy between religious and scientific knowledge, resulting in learning processes that tend to be normative, textual, and less contextual to students’ digital realities. This study aims to analyze the transformation of the PAI curriculum based on the integration-interconnection paradigm in strengthening religious digital literacy and students’ religious character in the era of Society 5.0. This research employed a qualitative approach using library research methods through content analysis and thematic analysis of national and international journal articles, academic books, and relevant educational policy documents. The findings indicate that the integration-interconnection paradigm is capable of constructing a holistic epistemological relationship between revelation, reason, science, technology, and social realities within PAI learning. The development of an integrative-interconnective curriculum contributes to enhancing religious digital literacy, critical thinking skills, religious moderation, Islamic digital ethics, and the internalization of students’ religious character. This study also proposes a conceptual model of an integrative PAI curriculum based on four main pillars: the integration of religious and scientific knowledge, religious digital literacy, Islamic character education, and contextual technology-based learning. The novelty of this research lies in the development of an integrative-interconnective PAI curriculum model based on religious digital literacy as an alternative approach to contemporary Islamic education in addressing the challenges of the Society 5.0 era
Digital Transformation in the Assessment of Islamic Religious Education Learning in the Generation Z Era: A Systematic Literature Review Aola 'Amaliani; Iis Arifudin; Dedeh Faridah Hani; Hilman Hakim Ramadan; Ridho Ramadhan; Salafia Al Zahra Fauzia
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Jurnal Hasil Penelitian
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.269

Abstract

Advancements in digital technology are driving a transformation in learning assessment systems, including within Islamic Religious Education (PAI). This study aims to analyze the transformation of PAI learning assessments through the use of digital media in the era of Generation Z. The research employs a Systematic Literature Review (SLR) method with a descriptive-qualitative approach. Literature searches were conducted using Google Scholar, Crossref, DOAJ, and other scholarly databases, covering publications from 2020 to 2026. Fifteen articles meeting the inclusion criteria were analyzed through stages of identification, screening, eligibility assessment, synthesis, and data interpretation. The results indicate that the transformation of PAI assessment is characterized by a shift from paper-based to digital-based assessment, utilizing platforms such as Google Forms, Quizizz, Kahoot, Google Classroom, and Liveworksheets. The use of digital media enhances learning interactivity, student motivation and participation, the efficiency of grade management, and the speed of feedback delivery. Furthermore, digital assessment supports the implementation of more flexible and continuous formative evaluations. However, the implementation of digital assessment still faces various challenges, such as limited internet access, unequal distribution of digital facilities, low teacher digital literacy, and difficulties in comprehensively assessing students' affective and spiritual aspects. Therefore, teachers need to combine digital assessment with direct observation and authentic assessment to ensure a balanced evaluation of cognitive, affective, and spiritual dimensions. This study contributes a conceptual synthesis regarding the transformation of digital PAI assessment—one that is adaptive to the learning characteristics of Generation Z and relevant to the evolution of Islamic education in the digital era.
Co-Authors Aola 'Amaliani Dedeh Faridah Hani Fadilatul Janah Hilman Hakim Ramadan Iis Arifudin Mabub Nuryadien S. T. Humayah Salafia Al Zahra Fauzia