Model Konseptual Integrasi Spiritualitas dan Teknologi dalam Pengembangan Kurikulum Pendidikan Agama Islam di Era Digital: Suatu Studi Pustaka

Pendas : Jurnah Ilmiah Pendidikan Dasar
Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Published

The development of digital technology has brought significant changes to the learning paradigm, including in Islamic Religious Education (PAI). This transformation demands the development of a curriculum that is not only adaptable to technological advancements but also capable of maintaining the basic function of PAI as a means of spiritual development and the formation of students' religious character. This research aims to formulate a conceptual model for integrating spirituality and technology in the Islamic Religious Education (PAI) curriculum that is relevant to the needs of the digital era. The method used is a literature study, reviewing various up-to-date scientific sources such as journal articles, academic books, and educational policy documents. The analysis was conducted descriptively-qualitatively thru the stages of data reduction, thematic categorization, and conceptual synthesis. The research results indicate that integrating spirituality and technology is a strategic need for strengthening digital religious literacy and minimizing the spread of unreliable religious information. The resulting conceptual model includes four main components: (1) curriculum policies that guide the development of digital religious literacy; (2) enhancing educator competence as value facilitators; (3) spiritual learning and assessment design based on a reflective cycle; and (4) a technology ecosystem accompanied by a safe, moderate, and valid religious content curation mechanism. These four components work integratively to maintain the effectiveness of internalizing Islamic values within an increasingly digitalized learning environment. This research concludes that technology serves as a pedagogical mediator that enriches students' religious experiences, rather than a substitute for spirituality. Thus, this conceptual model can serve as the basis for developing an Islamic Religious Education (PAI) curriculum that can produce students who are faithful, ethical, critical, moderate, and digitally literate.