<![CDATA[Digital transformation has shifted the paradigm of education, thereby requiring instructional designs capable of holistically integrating pedagogical, technological, and character development aspects. This challenge becomes even more complex in Islamic education because learning objectives focus not only on the acquisition of knowledge but also on the development of students’ character, spirituality, and morality. The purpose of this study is to reexamine educational models in Islamic education through a comparative analysis of several educational models in the era of digital transformation. This study employed a literature review (library research) with a conceptual comparative analysis. Data were collected from books, journal articles, conference proceedings, policy documents, and various relevant scientific abstracts. The data were then analyzed descriptively and comparatively to produce a conceptual synthesis. The findings of this study indicate that although models such as ADDIE, Dick and Carey, ASSURE, Backward Design, Kemp, and Design Thinking have strengths in these areas, they are unable to fully capture the characteristics of Islamic education. Based on the results of this synthesis, this study has developed the Islamic Digital Adaptive Integrative Learning Model (I-DIAL), which integrates Islamic principles, adaptive pedagogy, digital technology, artificial intelligence, authentic assessment, and continuous improvement into a single holistic teaching approach. This model is expected to serve as a conceptual framework for curriculum development, educational innovation, and the enhancement of Islamic educators’ competencies in the digital age.]]>
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