Transformasi Pembelajaran Pendidikan Agama Islam Berbasis Teknologi Digital di Era Society 5.0 dan Kurikulum Merdeka di SMA Plus Barukatul Walidain Pijot

Suparlan Suparlan (UIN Mataram)
Muhammad Muhammad (UIN Mataram)
Ahyar Ahyar (UIN Mataram)

AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini
Vol 8 No 6 (2026): NOVEMBER

The development of digital technology in the Society 5.0 era and the implementation of Kurikulum Merdeka are driving adjustments to the paradigms, methods, and instructional media used in Islamic Religious Education (PAI). This study aimed to analyze how the transformation of PAI learning through digital technology was implemented at SMA Plus Barukatul Walidain Pijot. The study employed a descriptive qualitative approach with a case study design. Data were collected through in-depth interviews with the principal, PAI teachers, and students, participant observation of the learning process, and a review of curriculum documents and digital student worksheets (LKPD). Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, encompassing data condensation, data display, and conclusion drawing. Data trustworthiness was assessed through triangulation of sources and data collection techniques. The findings showed three main aspects of the transformation of PAI learning. First, the integration of Google Classroom, Canva, interactive Qur’an platforms, and digital LKPD based on differentiated instruction supported accessibility and students’ independent learning. Second, the shift from teacher-centered to student-centered learning was realized through flipped classrooms, blended learning, and project-based learning involving the production of digital Islamic preaching content and religious educational videos. Third, the strengthening of Islamic digital literacy and ethics, grounded in the values of tabayyun, qaulan sadidan, and qaulan ma’rufan, was intended to guide students in responding to hoaxes and extremist ideologies in digital spaces. These findings underscore that the transformation of PAI learning encompasses the integration of technology use, changes in pedagogical practices, and the strengthening of digital ethics. The study’s contribution is the formulation of a PAI integration model informed by Society 5.0 that combines the characteristics of pesantren education based in local communities with the requirements of Kurikulum Merdeka. The practical implications emphasize the continuous development of PAI teachers’ competencies in technological pedagogical content knowledge (TPACK) and the provision of inclusive digital infrastructure.