<![CDATA[The meaningful adoption of learning management systems (LMSs) in Indonesian pesantren requires more than access to digital platforms; it requires a pedagogical architecture that connects Islamic educational purposes, cognitively sequenced learning, and credible evidence of achievement. This study develops an LMS design framework aligned with Anderson and Krathwohl's revised Bloom's Taxonomy (RBT) through an integrative literature review. Searches conducted through Scopus, Google Scholar, and Garuda identified approximately 70 records published mainly between 2016 and 2026. After title-and-abstract screening and full-text assessment, 33 peer-reviewed publications were retained as the thematic corpus, while foundational books and institutional sources were used separately for theoretical and contextual grounding. The corpus was appraised for relevance, scholarly credibility, conceptual or methodological clarity, and utility for framework construction, then synthesised through data extraction, thematic categorisation, interpretative integration, and framework development. Three recurrent requirements emerged: pedagogical orchestration rather than platform-centred adoption, alignment with pesantren values and institutional diversity, and modular implementation that accounts for infrastructure and educator readiness. RBT provides a design logic for aligning cognitive processes and knowledge types with LMS activities and assessment; however, its relationship with pesantren practices is treated as an indicative mapping of dominant task demands, not as a fixed equivalence. The resulting three-layer framework comprises a normative and contextual foundation, RBT-aligned learning design, and authentic assessment and feedback. The framework positions technology as a value-oriented pedagogical system and offers testable design propositions for LMS developers, pesantren leaders, educators, and policymakers. Empirical validation through multisite design-based studies remains necessary.]]>
