<![CDATA[Madrasah Diniyah (Islamic Madrasah Diniyah) plays a strategic role in strengthening non-formal Islamic education in Indonesia, particularly in fostering morals, religious understanding, and students’ religious character. However, in its development, this institution faces various challenges such as limited curriculum development, low learning innovation, minimal teacher professionalism, and insufficient integration of educational technology in the teaching and learning process. These challenges indicate a gap between traditional learning practices and the demands of 21st-century Islamic education. This article aims to examine the revitalization of Madrasah Diniyah learning as an effort to improve the quality of Islamic education through a literature review of relevant scientific studies. The method used is a literature review by analyzing journals, books, and previous research. A narrative synthesis approach is employed to identify patterns and formulate key dimensions of revitalization. The results of the study indicate that Madrasah Diniyah revitalization is conceptually constructed through five integrated components, namely strengthening the competency-based curriculum, improving teacher professionalism through continuous development, integrating digital learning technology, implementing active learning strategies, and strengthening institutional management. These five components form an interrelated system that determines the effectiveness and sustainability of Madrasah Diniyah transformation. This revitalization not only improves learning effectiveness but also strengthens the institutional role of Madrasah Diniyah as an adaptive Islamic education system in responding to contemporary educational changes. The novelty of this study lies in the integrative framework that positions revitalization as a holistic and systemic transformation rather than partial improvement. Thus, Madrasah Diniyah can continue to exist as a vital pillar in developing a generation of knowledgeable, moral, and competitive Muslims. This study provides theoretical implications for developing more adaptive and contextual Islamic education policies in the digital era.]]>
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