<![CDATA[Industri 5.0 menuntut sinergi antara kecerdasan buatan dan nilai-nilai kemanusiaan, sehingga pendidikan tidak hanya berorientasi pada digitalisasi proses belajar, tetapi juga pada pembentukan karakter dan kompetensi reflektif siswa. Penelitian ini bertujuan menganalisis penerapan digital pedagogy dalam konteks pendidikan vokasional Islam untuk mengintegrasikan aspek teknologi, pedagogi, dan nilai keislaman dalam satu kesatuan proses pembelajaran. Metode yang digunakan adalah kualitatif-deskriptif melalui kajian pustaka sistematis dan observasi kontekstual di SMK Islam Al-Amin. Data diperoleh dari dokumentasi kurikulum, observasi kelas digital, dan wawancara dengan guru produktif serta kepala sekolah. Analisis dilakukan menggunakan analisis isi dan triangulasi sumber untuk memastikan validitas data. Hasil penelitian menunjukkan bahwa implementasi digital pedagogy telah menciptakan transformasi pedagogis melalui: (1) pembelajaran hybrid berbasis Learning Management System (LMS); (2) pengembangan Project-Based Learning (PjBL) digital berorientasi nilai; dan (3) penggunaan Artificial Intelligence (AI) sebagai media refleksi dan asesmen adaptif. Inovasi ini meningkatkan kemandirian belajar siswa hingga 40%, memperkuat kemampuan berpikir kritis, kolaborasi, dan etika digital Islami. Tantangan yang dihadapi mencakup kesenjangan kompetensi guru, keterbatasan infrastruktur, dan rendahnya literasi etika AI. Diperlukan pengembangan profesional guru berbasis TPACK, penerapan literasi AI sistematis, serta sinergi dengan industri untuk memperkuat relevansi pendidikan vokasional Islam di era Industri 5.0. Industry 5.0 demands synergy between artificial intelligence and human values, so that education is not only oriented towards the digitization of the learning process, but also on the formation of students' character and reflective competence. This research aims to analyze the application of digital pedagogy in the context of Islamic vocational education to integrate aspects of technology, pedagogy, and Islamic values in a unified learning process. The method used is qualitative-descriptive through systematic literature review and contextual observation at Al-Amin Islamic Vocational School. Data were obtained from curriculum documentation, digital classroom observations, and interviews with productive teachers and principals. The analysis is carried out using content analysis and source triangulation to ensure the validity of the data. The results of the study show that the implementation of digital pedagogy has created pedagogical transformation through: (1) hybrid learning based on the Learning Management System (LMS); (2) the development of value-oriented digital Project-Based Learning (PjBL); and (3) the use of Artificial Intelligence (AI) as a medium for adaptive reflection and assessment. This innovation increases students' learning independence by up to 40%, strengthening critical thinking, collaboration, and Islamic digital ethics. Challenges include teacher competency gaps, infrastructure limitations, and low ethical literacy of AI. It is necessary to develop TPACK-based teacher professionals, the application of systematic AI literacy, and synergy with industry to strengthen the relevance of Islamic vocational education in the industry 5.0 era.]]>
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