<![CDATA[The transformation of Islamic education in the digital era requires the development of an Islamic Religious Education (PAI) curriculum that is adaptive to technological advancement, digital literacy enhancement, and the strengthening of students’ religious character. However, the implementation of the PAI curriculum still faces the problem of dichotomy between religious and scientific knowledge, resulting in learning processes that tend to be normative, textual, and less contextual to students’ digital realities. This study aims to analyze the transformation of the PAI curriculum based on the integration-interconnection paradigm in strengthening religious digital literacy and students’ religious character in the era of Society 5.0. This research employed a qualitative approach using library research methods through content analysis and thematic analysis of national and international journal articles, academic books, and relevant educational policy documents. The findings indicate that the integration-interconnection paradigm is capable of constructing a holistic epistemological relationship between revelation, reason, science, technology, and social realities within PAI learning. The development of an integrative-interconnective curriculum contributes to enhancing religious digital literacy, critical thinking skills, religious moderation, Islamic digital ethics, and the internalization of students’ religious character. This study also proposes a conceptual model of an integrative PAI curriculum based on four main pillars: the integration of religious and scientific knowledge, religious digital literacy, Islamic character education, and contextual technology-based learning. The novelty of this research lies in the development of an integrative-interconnective PAI curriculum model based on religious digital literacy as an alternative approach to contemporary Islamic education in addressing the challenges of the Society 5.0 era]]>
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