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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JPPI | Jurnal Penelitian Pendidikan Islam Tarbiyah al-Aulad : Jurnal Pendidikan Islam Anak Usia Dini Jurnal Ilmiah Profesi Pendidikan RESLAJ: RELIGION EDUCATION SOCIAL LAA ROIBA JOURNAL Bestari: Jurnal Studi Pendidikan Islam Cakrawala: Jurnal Studi Islam Jurnal Manajemen Pendidikan Islam Al-Munadzomah Tadbiruna: Jurnal Manajemen Pendidikan Islam DINAMIKA ILMU: Jurnal Pendidikan RESLAJ: Religion Education Social Laa Roiba Journal Jurnal Dirosah Islamiyah Academia Open
Selamet
Universitas Islam Darussalam Ciamis
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Medicine & Pharmacology Physics Public Health Social Sciences Other

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Deep Learning Design in Islamic Boarding School (Pesantren): Integration of Islamic Values, Digital Technology, and 21st-Century Competencies Ima Hikmayati; Rini Nuraeni; Hernandi Hernandi; Azzahra Anugrah Illahi Sudrajat; Selamet Selamet
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12872

Abstract

General Background: The rapid advancement of digital technology and artificial intelligence has created new opportunities for enhancing learning quality, including within Islamic boarding schools (pesantren). Specific Background: Pesantren, as traditional Islamic institutions, increasingly face the need to integrate modern pedagogical approaches while safeguarding Islamic values. Knowledge Gap: Although research on technology-based education is expanding, studies focusing on the integration of deep learning, Islamic values, and digital technology specifically in pesantren remain limited. Aims: This study aims to conceptualize a deep learning model that harmonizes Islamic teachings, digital tools, and 21st-century competencies to strengthen both academic and character formation in pesantren. Results: Through a literature review, the study identifies three core dimensions of an integrated learning design: Islamic values as the moral-spiritual foundation, digital technology and AI as pedagogical enhancers, and 21st-century skills as essential competencies for santri. Novelty: This study proposes a holistic framework that positions deep learning not only as a cognitive process but as a spiritually grounded, technology-supported educational paradigm unique to pesantren. Implications: Successful implementation requires cultural adaptation, improved digital infrastructure, and continuous teacher training to ensure ethical and effective technology use. Highlights: Integration of Islamic values, digital tools, and deep learning creates a holistic pesantren learning model. Digital technology enhances pedagogy but requires cultural adaptation and teacher training. The framework prepares santri with both spiritual grounding and 21st-century skills. Keywords: Deep Learning, Pesantren, Islamic Values, Digital Technology, 21st-Century Competencies
Social Media Based Andragogical Learning in Islamic Religious Education: Inovasi Pembelajaran Pendidikan Agama Islam Berbasis Media Sosial Andragogi Digital Aceng Aminullah; Elsa Selvia Febriani; Muhamad Zaenal Arifin; Yasmin Athira Hasania; Selamet Selamet
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.12876

Abstract

General Background: The rapid development of digital technology in the Industry 4.0 era has transformed educational practices, including Islamic Religious Education, which is increasingly required to adapt to technology-mediated learning environments. Specific Background: Social media platforms provide flexible and participatory learning spaces that are particularly suitable for adult learners when aligned with andragogical principles, although challenges remain in maintaining instructional quality and Islamic values. Knowledge Gap: Despite widespread use of social media in education, limited scholarly attention has been given to its integration with andragogy within Islamic Religious Education. Aims: This study aims to examine the integration of social media-based learning with an andragogical approach in Islamic Religious Education in the digital era. Results: The findings indicate that social media platforms such as Instagram, YouTube, and WhatsApp facilitate self-directed, experience-based, and problem-centered learning, while challenges include low digital literacy, misinformation, and the preservation of Islamic values. Novelty: This study presents a novel synthesis of andragogical theory and social media application specifically within Islamic Religious Education. Implications: The results provide practical guidance for educators to formulate clear social media usage guidelines, promote interactive learning environments, and strengthen digital literacy while adhering to Islamic teachings. Highlights • Social media supports self-directed and experience-based Islamic learning for adult learners• Andragogical principles align with interactive features of digital learning platforms• Digital literacy and value preservation remain central challenges in online Islamic education Keywords Islamic Religious Education; Social Media Learning; Andragogical Approach; Digital Era Education; Adult Learning
KEBIJAKAN PENGEMBANGAN KURIKULUM PENDIDIKAN ISLAM (Studi Histori dan Regulasi di Indonesia) Selamet; Supiana; Qiqi Yuliati Zaqiah
TADBIRUNA: Jurnal Manajemen Pendidikan Islam Vol 2 No 2 (2023): TADBIRUNA
Publisher : Program Studi Manajemen Pendidikan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51192/tadbiruna.v2i2.395

Abstract

Curriculum is the most important component in education. Curriculum development in Islamic education is a necessity, because changes must occur following the times. So the purpose of this writing is to examine policies related to Islamic education curriculum development, especially in Indonesia with due regard to history and applicable regulations. This paper uses the library research method with a content analysis approach. The results of the study show that the Islamic education curriculum in historical review from the time of independence to the reform era continues to change according to conditions and needs. The development of the Islamic education curriculum is divided into 3 periods; namely first, during the old order, there were 3 changes, namely the 1947, 1952, and 1964 curricula; secondly, during the New Order era, there were 4 changes, namely the 1968, 1975, 1984, and 1994 curricula; third, the reformation period, there were 3 changes, namely the 2004 curriculum (KBK), 2006 curriculum (KTSP), the 2013 curriculum which has been used until now. Whereas in the review of Islamic education curriculum regulations there are 4 categories namely: first, madrasah curriculum regulations follow Law number 20 of 2003 concerning the national education system; second, the pesantren curriculum regulations follow Law number 18 of 2019 concerning Islamic Boarding Schools; third, the curriculum regulations for Islamic religious tertiary institutions are based on Law number 12 of 2012 concerning higher education; and fourth, regulation of the Islamic religious education curriculum for public schools/campuses based on Law number 20 of 2003
Design of Islamic Religious Education Learning Based on Digital Literacy and Moral Values Wini Kurnia Dewi; Ira Ariyanti; Selamet Selamet
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 1 (2026): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i1.4443

Abstract

The development of digital technology has influenced the way students access and understand religious knowledge. In Islamic Religious Education (IRE), this condition presents challenges related to students’ digital literacy skills as well as the cultivation of attitudes and moral character in digital spaces. IRE learning still tends to focus on the delivery of content, while the integration of digital literacy and moral values has not yet been systematically designed. Therefore, an IRE learning design that is responsive to technological developments without neglecting the goal of character formation is needed. This study aims to examine and formulate a design of Islamic Religious Education learning based on digital literacy integrated with moral values. The research employs a qualitative approach through a literature study of scientific journals, books, and relevant policy documents. The data are analyzed descriptively to identify key concepts and main components in the development of an IRE learning design. The results of the study indicate that digital literacy in IRE learning should be directed toward the development of critical, ethical, and responsible competencies, not merely technological proficiency. The integration of moral values can be carried out through the selection of materials, methods, and learning activities that are contextualized with students’ digital experiences. An integrated learning design has the potential to support the achievement of IRE objectives in a manner that is more relevant to the demands of the digital era. This study is expected to contribute conceptually to the development of IRE learning and to serve as a foundation for further empirical research.
Co-Authors Abdul Azis Aceng Aminullah Agustian, Angga Badra Alimudin, Irpan Andewi Suhartini Anis Husni Firdaus Anis Husni Firdaus, Anis Husni Arief Nabhan Asep Samsul Umam Azzahra Anugrah Illahi Sudrajat Darifah, Udung Hari Darifah, Udung Hari Didih Syakir Munandar Elsa Selvia Febriani Endang, Ujang Herlina, N. Hani Hernandi Hernandi Huda, Nurul Afiatul Husni Husni Ima Hikmayati Ira Ariyanti Iwan, Cecep Darul Mohamad Erihadiana, Mohamad Muhamad Zaenal Arifin Muhammad Rofi Shohibuddin Nisa Usolihah Nuramanah, Syifa Agestrisna Nurdiansyah, Sinta Nurmala, Eneng Nursyamsi, Irfan Nurwadjah Ahmad Pasya, Rayi Permatasari, Ita Qiqi Yuliati Zaqiah, Qiqi Yuliati Rahmawati, Reni Ramlan Setiawan Reni Rahmawati Rini Nuraeni Roby Zamzam Rafsanjani Sapitri, Devi Soni Samsu Rizal SUMADI SUMADI Supiana Supiana Wini Kurnia Dewi Yasmin Athira Hasania