Islamic Religious Education Learning for Gen Z in the Synergy of Independent Curriculum Digitalization and Teacher Education Reconstruction

Ahmad Jamaluddin (Universitas Islam Negeri Maulana Malik Ibrahim Malang)

Tafkir: Interdisciplinary Journal of Islamic Education
Vol. 7 No. 3 (2026): Integrative Islamic Education

Significant changes in digital technology have transformed the communication patterns, social interactions, thinking patterns, and learning styles of Generation Z, including in Islamic Religious Education (PAI) learning. This generation is characterized by visual, fast-paced, interactive, and highly connected digital technology. On the other hand, the Independent Curriculum provides teachers with the opportunity to develop flexible, differentiated, project-based, and character-building learning. However, the implementation of digital-based PAI learning still faces challenges, particularly related to the uneven distribution of teachers' pedagogical skills and digital literacy. Therefore, a reconstruction of teacher education is needed to produce PAI educators who are adaptive, innovative, and responsive to current developments. This study aims to describe the PAI learning model for Generation Z through the synergy of the digitalization of the Independent Curriculum and the reconstruction of teacher education. The study used a qualitative approach with a case study method. Data collection techniques included observation, interviews with PAI teachers, and analysis of curriculum documents and learning materials. The research focused on the integration of digital learning, the implementation of the Independent Curriculum, and strengthening teacher competencies in PAI learning. The results of the study indicate that Islamic Religious Education (PAI) learning designed digitally, contextually, and project-based can significantly increase student engagement, motivation, and understanding. Teachers who have good pedagogical competence and digital literacy can create reflective, interactive, and meaningful learning according to the characteristics of Generation Z. This study contributes to formulating a conceptual model of Islamic Religious Education (PAI) learning that is responsive to the digital era while providing implications for the development of Islamic Religious Education (PAI) teacher education in madrasas in the future.