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Eduvista: Journal of Education and Innovation
Published by PT Bina Perfidia Akademia
ISSN : -     EISSN : 31640303     DOI : -
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Eduvista: Journal of Education and Innovation is a peer-reviewed scholarly journal that publishes high-quality research, conceptual papers, review articles, and case studies on education and educational innovation. The journal provides a platform for researchers, educators, policymakers, and practitioners to disseminate knowledge and innovative practices that advance educational theory, policy, and practice across diverse contexts. Scope The journal welcomes manuscripts in, but is not limited to, the following areas: Educational Innovation Educational Technology and Digital Learning Artificial Intelligence in Education Curriculum Development and Instructional Design Teaching, Learning, and Assessment Educational Psychology Teacher Education and Professional Development Educational Leadership, Management, and Policy Primary, Secondary, and Higher Education Inclusive and Special Education STEM and Language Education Learning Analytics and Educational Data Lifelong Learning Education for Sustainable Development Innovative Learning Media and Classroom Practices Eduvista accepts manuscripts in English and encourages interdisciplinary perspectives that foster innovation and address contemporary challenges in education.
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Articles 20 Documents
 1   2 
Enhancing digital academic services through Academic Information System quality: Insights from Universitas Methodist Indonesia Lestari Natalia Br Sianipar; Darwis Robinson Manalu
Eduvista: Journal of Education and Innovation Vol. 1 No. 1 (2026): Eduvista: Journal of Education and Innovation
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Digital transformation has increased the strategic role of Academic Information Systems (AIS) in supporting academic services in higher education. However, empirical evidence regarding which quality dimensions most strongly influence User Satisfaction in digital academic services remains inconclusive. This study aims to examine the effects of System Quality, Information Quality, and Service Quality on User Satisfaction with the Academic Information System at Universitas Methodist Indonesia. A quantitative survey was conducted involving 100 undergraduate students selected through purposive sampling. Data were collected using a five-point Likert-scale questionnaire and analyzed using multiple linear regression with IBM SPSS Statistics. The findings reveal that Information Quality and Service Quality have positive and significant effects on User Satisfaction, whereas System Quality has no significant effect. The proposed model explains 67.9% of the variance in User Satisfaction (R² = 0.679). These findings suggest that improving digital academic services in higher education should prioritize high-quality academic information and responsive support services to enhance user experience and satisfaction. Abstrak Transformasi digital telah mendorong perguruan tinggi untuk mengoptimalkan Sistem Informasi Akademik (SIMAK) sebagai pendukung layanan akademik. Namun, bukti empiris mengenai dimensi kualitas yang paling berpengaruh terhadap kepuasan pengguna dalam mendukung layanan akademik digital masih menunjukkan hasil yang beragam. Penelitian ini bertujuan menganalisis pengaruh System Quality, Information Quality, dan Service Quality terhadap User Satisfaction pada penggunaan SIMAK di Universitas Methodist Indonesia. Penelitian menggunakan pendekatan kuantitatif dengan metode survei terhadap 100 mahasiswa yang dipilih melalui purposive sampling. Data dikumpulkan menggunakan kuesioner skala Likert dan dianalisis menggunakan regresi linear berganda dengan IBM SPSS Statistics. Hasil penelitian menunjukkan bahwa Information Quality dan Service Quality berpengaruh positif dan signifikan terhadap kepuasan pengguna, sedangkan System Quality tidak berpengaruh signifikan. Model penelitian mampu menjelaskan 67,9% variasi kepuasan pengguna (R² = 0,679). Temuan ini menegaskan bahwa peningkatan layanan akademik digital di perguruan tinggi perlu diprioritaskan pada penyediaan informasi akademik yang berkualitas dan layanan yang responsif sehingga mampu meningkatkan pengalaman belajar dan kepuasan pengguna.
Understanding school truancy among students from broken-home families: A case study of an integrated psychoanalytic, SFBC, and CBT approach Malikatul Muluk; Muhammad Rizki; Ahmad Khobir Avisina Gimnastiar
Eduvista: Journal of Education and Innovation Vol. 1 No. 1 (2026): Eduvista: Journal of Education and Innovation
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Student truancy is commonly viewed as a disciplinary issue, although studies integrating multiple counseling approaches to address its underlying psychological causes remain limited. This study aimed to examine behavioral change in a truant student from a broken-home family through an integrated Psychoanalysis, Solution-Focused Brief Counseling (SFBC), and Cognitive Behavioral Therapy (CBT) approach. A qualitative case study design was employed using observation, semi-structured interviews, documentation, and the Beck Depression Inventory-II (BDI-II), with data analyzed through the Miles, Huberman, and Saldaña model. The findings revealed that truancy resulted from the interaction of family breakdown, economic hardship, limited transportation access, and low social support, which developed into emotional conflict and depression. The integrated intervention reduced the participant's BDI-II score from 25 to 9, accompanied by improved school attendance, emotional openness, and classroom engagement. This study contributes by proposing a conceptual model explaining behavioral change in truancy through the integration of Psychoanalysis, SFBC, and CBT. Abstrak Perilaku membolos pada peserta didik sering dipandang sebagai persoalan kedisiplinan, padahal penelitian mengenai integrasi berbagai pendekatan konseling untuk mengatasi akar psikologis perilaku tersebut masih terbatas. Penelitian ini bertujuan menganalisis perubahan perilaku membolos pada siswi yang mengalami broken home melalui pendekatan integratif Psikoanalisis, Solution-Focused Brief Counseling (SFBC), dan Cognitive Behavioral Therapy (CBT). Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus melalui observasi, wawancara semi-terstruktur, dokumentasi, dan Beck Depression Inventory-II (BDI-II) yang dianalisis menggunakan model Miles, Huberman, dan Saldaña. Hasil penelitian menunjukkan bahwa perilaku membolos dipengaruhi oleh broken home, tekanan ekonomi, keterbatasan transportasi, dan rendahnya dukungan sosial yang berkembang menjadi konflik emosional dan depresi. Intervensi integratif berhasil menurunkan skor BDI-II dari 25 menjadi 9, disertai meningkatnya kehadiran di sekolah, keterbukaan emosional, dan keterlibatan belajar. Penelitian ini berkontribusi dengan menawarkan model konseptual perubahan perilaku membolos melalui integrasi Psikoanalisis, SFBC, dan CBT.
Beyond assignment deadlines: Explaining academic stress through deadline behavior among university students Susi Juniarti Pardosi; Darwis Robinson Manalu
Eduvista: Journal of Education and Innovation Vol. 1 No. 1 (2026): Eduvista: Journal of Education and Innovation
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Deadline behavior, defined as the habit of completing academic assignments close to submission deadlines, is presumed to contribute to higher levels of academic stress among university students; however, empirical evidence specifically examining this relationship remains limited. This study aimed to analyze the effect of deadline behavior on academic stress among students at Universitas Methodist Indonesia. A quantitative associative design was employed involving 100 undergraduate students who completed a five-point Likert-scale questionnaire. The data were analyzed using simple linear regression with IBM SPSS Statistics 22. The findings revealed that deadline behavior had a positive and significant effect on academic stress (B = 0.278; t = 4.082; p < 0.001). The coefficient of determination (R² = 0.145) indicates that deadline behavior explained 14.5% of the variance in academic stress, while the remaining variance was influenced by factors outside the proposed model. These findings highlight the importance of effective time management as a preventive strategy for reducing academic stress and contribute to the growing literature on academic behavior in higher education. Abstrak Kebiasaan mengerjakan tugas mendekati batas waktu (deadline behavior) diduga menjadi salah satu penyebab meningkatnya stres akademik mahasiswa, namun penelitian yang secara khusus menguji pengaruh perilaku tersebut terhadap tingkat stres masih relatif terbatas. Penelitian ini bertujuan menganalisis pengaruh deadline behavior terhadap tingkat stres mahasiswa di Universitas Methodist Indonesia. Penelitian menggunakan pendekatan kuantitatif dengan desain asosiatif yang melibatkan 100 mahasiswa melalui penyebaran kuesioner skala Likert lima poin. Data dianalisis menggunakan regresi linear sederhana dengan bantuan IBM SPSS Statistics 22. Hasil penelitian menunjukkan bahwa deadline behavior berpengaruh positif dan signifikan terhadap tingkat stres akademik (B = 0,278; t = 4,082; p < 0,001). Nilai koefisien determinasi (R² = 0,145) menunjukkan bahwa deadline behavior menjelaskan 14,5% variasi tingkat stres akademik, sedangkan sisanya dipengaruhi oleh faktor lain di luar model penelitian. Temuan ini menegaskan pentingnya pengelolaan waktu sebagai strategi preventif dalam menekan stres akademik mahasiswa sekaligus memperkaya kajian mengenai perilaku akademik di pendidikan tinggi.
From affiliation to standardization: Bridging policy and practice through mentoring in an affiliated madrasah Nur Mutima
Eduvista: Journal of Education and Innovation Vol. 1 No. 1 (2026): Eduvista: Journal of Education and Innovation
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Learning standardization in madrasahs continues to face challenges because academic standards are often implemented without sustained mentoring, while studies examining mentoring as an integrative mechanism for learning standardization in affiliated madrasahs remain limited. This study aims to analyze the mentoring process implemented by Pondok Pesantren Sidogiri in establishing learning standardization at Madrasah Nurul Huda following its affiliation with MMU A-84. A qualitative case study design was employed using semi-structured interviews, non-participant observation, document analysis, and thematic analysis involving five purposively selected participants. The findings reveal that mentoring serves as the central mechanism integrating curriculum alignment, teaching practices, and academic supervision, resulting in more consistent learning standardization while simultaneously supporting student character development. This study contributes conceptually by proposing a mentoring model as an integrative mechanism for establishing learning standardization and offers practical implications for improving educational quality in Islamic educational institutions. Abstrak Standardisasi pembelajaran di madrasah masih menghadapi berbagai tantangan karena implementasi standar akademik sering kali belum didukung oleh mekanisme mentoring yang berkelanjutan. Sementara itu, kajian mengenai peran mentoring sebagai mekanisme integratif dalam mewujudkan standardisasi pembelajaran pada madrasah afiliasi masih relatif terbatas. Penelitian ini bertujuan untuk menganalisis proses mentoring yang diterapkan Pondok Pesantren Sidogiri dalam membangun standardisasi pembelajaran di Madrasah Nurul Huda setelah berafiliasi dengan MMU A-84. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus melalui wawancara semi-terstruktur, observasi nonpartisipan, dokumentasi, dan analisis tematik terhadap lima informan yang dipilih secara purposive. Hasil penelitian menunjukkan bahwa mentoring berperan sebagai mekanisme utama yang mengintegrasikan penyelarasan kurikulum, praktik pembelajaran, dan supervisi akademik sehingga menghasilkan standardisasi pembelajaran yang lebih konsisten sekaligus mendukung pengembangan karakter santri. Penelitian ini memberikan kontribusi konseptual dengan menawarkan model mentoring sebagai mekanisme integratif dalam membangun standardisasi pembelajaran serta memberikan implikasi praktis bagi pengembangan mutu pendidikan di lembaga pendidikan Islam.
Development and psychometric evaluation of a formative assessment instrument for higher order thinking skills in Akidah Akhlak Phase E Chamelia Nurani; Rizki Rahmawati
Eduvista: Journal of Education and Innovation Vol. 1 No. 1 (2026): Eduvista: Journal of Education and Innovation
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Formative assessment plays an essential role in fostering Higher Order Thinking Skills (HOTS); however, the development of HOTS assessment instruments for Akidah Akhlak supported by comprehensive psychometric evaluation remains limited. This study aimed to develop a formative HOTS assessment instrument for Akidah Akhlak Phase E and evaluate its psychometric quality. An instrument development study was employed through construct analysis, instrument development, content validation by two experts, field testing involving 35 students, and psychometric evaluation using Aiken's V, Product Moment correlation, Cronbach's Alpha, and ITEMAN. The findings revealed a mean Aiken's V of 0.846, 34 of 35 items (97.14%) met the empirical validity criteria, a reliability coefficient of 0.929, and item characteristics were dominated by moderate difficulty, very good discrimination, and fully functioning distractors. This study contributes a valid and reliable HOTS assessment instrument and a psychometric-based instrument development framework to support evidence-based formative assessment in Akidah Akhlak learning. Abstrak Asesmen formatif berperan penting dalam mengembangkan Higher Order Thinking Skills (HOTS), namun pengembangan instrumen pada mata pelajaran Akidah Akhlak yang disertai evaluasi psikometrik secara komprehensif masih terbatas. Penelitian ini bertujuan mengembangkan instrumen asesmen formatif HOTS pada mata pelajaran Akidah Akhlak Fase E serta mengevaluasi kualitas psikometriknya. Penelitian menggunakan pendekatan instrument development study melalui analisis konstruk, pengembangan instrumen, validasi isi oleh dua ahli, uji coba kepada 35 peserta didik, serta evaluasi psikometrik menggunakan Aiken's V, korelasi Product Moment, Cronbach's Alpha, dan ITEMAN. Hasil penelitian menunjukkan nilai rata-rata Aiken's V sebesar 0,846, sebanyak 34 dari 35 butir (97,14%) memenuhi validitas empiris, reliabilitas sebesar 0,929, serta karakteristik butir didominasi tingkat kesukaran sedang, daya beda sangat baik, dan distraktor yang seluruhnya berfungsi efektif. Penelitian ini berkontribusi menyediakan instrumen HOTS yang valid, reliabel, serta model pengembangan instrumen berbasis evaluasi psikometrik untuk mendukung evidence-based formative assessment pada pembelajaran Akidah Akhlak.
Learning management of the Amtsilati method for accelerating Kitab Kuning mastery: Evidence from an Indonesian majelis taklim Retno Tutut Nur Wana
Eduvista: Journal of Education and Innovation Vol. 1 No. 1 (2026): Eduvista: Journal of Education and Innovation
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The mastery of Kitab Kuning through the Amtsilati method has been widely investigated; however, the relationship between the implementation of learning management, contextual factors, and the accelerated mastery of Kitab Kuning remains insufficiently understood. This study aims to analyze the implementation of learning management in the Amtsilati method and its implications for accelerating Kitab Kuning mastery. A qualitative case study was conducted in Majelis Taklim Amtsilati Nurul Jadid, Patebon Village, Kejayan District, Pasuruan Regency, Indonesia. Data were collected through observations, semi-structured interviews, and document analysis and were analyzed using the interactive model developed by Miles, Huberman, and Saldaña. The findings reveal that the implementation of the functions of planning, organizing, actuating, and controlling, supported by teacher competence, systematic Amtsilati modules, a conducive learning environment, student motivation, and effective management of learning barriers, contributes to more effective learning, improved understanding of Nahwu-Sharaf, and enhanced Kitab Kuning reading proficiency. This study proposes a conceptual model explaining the relationships among learning management, contextual factors, and the accelerated mastery of Kitab Kuning, thereby contributing to the advancement of learning management theory and practice in majelis taklim. Abstrak Penguasaan Kitab Kuning melalui metode Amtsilati telah banyak dikaji, namun hubungan antara implementasi manajemen pembelajaran, faktor-faktor kontekstual, dan percepatan penguasaan Kitab Kuning masih belum dijelaskan secara komprehensif. Penelitian ini bertujuan untuk menganalisis implementasi manajemen pembelajaran metode Amtsilati serta implikasinya terhadap percepatan penguasaan Kitab Kuning. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus yang dilaksanakan di Majelis Taklim Amtsilati Nurul Jadid, Desa Patebon, Kecamatan Kejayan, Kabupaten Pasuruan, Indonesia. Data dikumpulkan melalui observasi, wawancara, dokumentasi, dan dianalisis menggunakan model analisis interaktif Miles, Huberman, dan Saldaña. Hasil penelitian menunjukkan bahwa implementasi fungsi planning, organizing, actuating, dan controlling, yang didukung oleh kompetensi guru, modul Amtsilati, lingkungan belajar yang kondusif, motivasi santri, serta pengelolaan hambatan pembelajaran, berkontribusi terhadap pembelajaran yang lebih efektif, peningkatan pemahaman nahwu-sharaf, dan kemampuan membaca Kitab Kuning. Penelitian ini menawarkan sebuah model konseptual yang menjelaskan hubungan antara manajemen pembelajaran, faktor-faktor kontekstual, dan percepatan penguasaan Kitab Kuning, sehingga memberikan kontribusi bagi pengembangan manajemen pembelajaran di lingkungan majelis taklim.
Towards an integrative framework of family guidance and counseling in children's educational psychology: A systematic literature review Chandra Duwita Ela Pradana; Rani Ditia Ningsih; Maria Mistika Magho; Vendy Kurniawan; Muhamad Agung Febrianto
Eduvista: Journal of Education and Innovation Vol. 1 No. 1 (2026): Eduvista: Journal of Education and Innovation
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Research on family guidance and counseling and children's educational psychology has developed rapidly. However, the relationship between these two fields has generally been examined separately, resulting in the absence of a comprehensive conceptual synthesis. This study aimed to analyze and synthesize the relationship between family guidance and counseling and children's educational psychology while developing an integrative conceptual framework. The study employed a Systematic Literature Review (SLR) following the PRISMA guidelines by reviewing 26 studies that met the inclusion criteria. The findings identified two major themes, namely preventive family support and collaborative family-based interventions, which operate by strengthening children's psychological resources, including self-efficacy, learning motivation, self-regulation, emotional regulation, and academic resilience. These psychological resources subsequently contribute to improved learning engagement, academic achievement, socio-emotional competence, student well-being, and mental health. This study contributes by proposing an integrative conceptual framework that strengthens the connection between family guidance and counseling and educational psychology while providing a theoretical foundation for developing more preventive and collaborative family-based interventions. Abstrak Perkembangan kajian bimbingan dan konseling keluarga serta psikologi pendidikan anak berlangsung pesat. Namun, keterkaitan kedua bidang tersebut masih cenderung dikaji secara terpisah sehingga belum tersedia sintesis konseptual yang komprehensif. Penelitian ini bertujuan menganalisis dan mensintesis hubungan antara bimbingan dan konseling keluarga dengan psikologi pendidikan anak serta mengembangkan kerangka konseptual yang integratif. Penelitian ini menggunakan metode Systematic Literature Review (SLR) dengan mengikuti pedoman PRISMA terhadap 26 artikel yang memenuhi kriteria inklusi. Hasil penelitian mengidentifikasi dua tema utama, yaitu preventive family support dan collaborative family-based interventions, yang bekerja melalui penguatan sumber daya psikologis anak, meliputi efikasi diri, motivasi belajar, regulasi diri, regulasi emosi, dan resiliensi akademik. Sumber daya psikologis tersebut selanjutnya berkontribusi terhadap peningkatan keterlibatan belajar, prestasi akademik, kompetensi sosial-emosional, kesejahteraan siswa, dan kesehatan mental. Penelitian ini memberikan kontribusi melalui pengembangan kerangka konseptual integratif yang memperkuat hubungan antara bimbingan dan konseling keluarga dengan psikologi pendidikan sekaligus menjadi landasan teoritis dalam pengembangan intervensi keluarga yang lebih preventif dan kolaboratif.
Reconstructing himmah from Ibn al-Qayyim al-Jawziyyah's thought: Toward a contemporary Islamic education paradigm Ari Mulyono; Khaerudin
Eduvista: Journal of Education and Innovation Vol. 1 No. 1 (2026): Eduvista: Journal of Education and Innovation
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Contemporary Islamic education faces challenges in strengthening students' spiritual orientation, while studies on himmah have largely treated it as a moral and spiritual concept rather than reconstructing it as an educational paradigm. This study aims to reconstruct the concept of himmah in the thought of Ibn al-Qayyim al-Jawziyyah and transform it into a paradigm for contemporary Islamic education. A qualitative library research approach was employed by analyzing Ibn al-Qayyim al-Jawziyyah's major works through concept identification, thematic categorization, and conceptual synthesis. The findings reveal that himmah constitutes a spiritual driving force comprising five interconnected dimensions: Spiritual Orientation, Diligence in Deeds, Inner Hijrah, Self-Control, and Prophetic Exemplification. These dimensions are reconstructed into an educational paradigm that contributes to character formation, discipline and istiqāmah, self-regulated learning, and digital literacy. This study contributes to the discourse on Islamic education by proposing a conceptual framework that bridges Ibn al-Qayyim al-Jawziyyah's intellectual legacy with the needs of contemporary Islamic education. Abstrak Pendidikan Islam kontemporer menghadapi tantangan dalam memperkuat orientasi spiritual peserta didik, sementara kajian mengenai himmah masih cenderung dipahami sebagai konsep moral dan spiritual sehingga belum banyak direkonstruksi sebagai paradigma pendidikan. Penelitian ini bertujuan mengonstruksi konsep himmah dalam pemikiran Ibn al-Qayyim al-Jawziyyah serta mentransformasikannya menjadi paradigma pendidikan Islam kontemporer. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kepustakaan melalui analisis terhadap karya-karya utama Ibn al-Qayyim al-Jawziyyah menggunakan tahapan identifikasi konsep, kategorisasi tematik, dan sintesis konseptual. Hasil penelitian menunjukkan bahwa himmah merupakan kekuatan spiritual yang tersusun atas lima dimensi utama, yaitu Spiritual Orientation, Diligence in Deeds, Inner Hijrah, Self-Control, dan Prophetic Exemplification. Kelima dimensi tersebut direkonstruksi menjadi paradigma pendidikan yang berkontribusi terhadap pembentukan karakter, disiplin dan istiqāmah, self-regulated learning, serta literasi digital. Penelitian ini memperluas diskursus pendidikan Islam dengan menawarkan kerangka konseptual yang mengintegrasikan warisan intelektual Ibn al-Qayyim al-Jawziyyah dengan kebutuhan pendidikan Islam kontemporer.
Shifting community educational orientation toward madrasah diniyah: A case study at Madrasah Diniyah Nurul Huda Pilang ST Halimahus Sa&#039;diyah; Nursaman
Eduvista: Journal of Education and Innovation Vol. 1 No. 1 (2026): Eduvista: Journal of Education and Innovation
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The decline in community participation in madrasah diniyah has primarily been examined through the identification of contributing factors, while limited attention has been given to explaining how these factors interact to shape shifts in community educational orientation. This study aims to analyze community perceptions of the declining interest in attending Madrasah Diniyah Nurul Huda Pilang and to explain the process through which educational orientation shifts in determining children's educational priorities. A qualitative case study approach was employed using in-depth interviews, observations, documentation, and the interactive data analysis model of Miles, Huberman, and Saldaña. The findings reveal that declining participation is influenced by the increasing priority given to formal education, parental considerations, changes in children's activities in the digital era, and the need for instructional adaptation within madrasah diniyah. The interaction of these factors has shifted community educational orientation, positioning madrasah diniyah as a complementary rather than a primary form of education. This study contributes a conceptual model of shifting community educational orientation, thereby enriching the literature on non-formal Islamic education. Abstrak Menurunnya partisipasi masyarakat dalam madrasah diniyah telah banyak dikaji dari perspektif faktor-faktor penyebab, tetapi masih terbatas penelitian yang menjelaskan bagaimana berbagai faktor tersebut saling berinteraksi hingga membentuk pergeseran orientasi pendidikan masyarakat. Penelitian ini bertujuan untuk menganalisis persepsi masyarakat terhadap rendahnya minat mengikuti Madrasah Diniyah Nurul Huda Pilang serta menjelaskan proses terbentuknya pergeseran orientasi pendidikan dalam menentukan prioritas pendidikan anak. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus melalui wawancara mendalam, observasi, dokumentasi, serta analisis data interaktif Miles, Huberman, dan Saldaña. Hasil penelitian menunjukkan bahwa rendahnya partisipasi masyarakat dipengaruhi oleh meningkatnya prioritas terhadap pendidikan formal, pertimbangan orang tua, perubahan aktivitas anak pada era digital, serta tuntutan adaptasi pembelajaran di madrasah diniyah. Interaksi berbagai faktor tersebut membentuk pergeseran orientasi pendidikan masyarakat yang menempatkan madrasah diniyah sebagai pendidikan yang bersifat komplementer, bukan lagi sebagai pilihan utama. Temuan ini memperkaya kajian pendidikan Islam nonformal melalui pengembangan model konseptual mengenai pergeseran orientasi pendidikan masyarakat.
Reconstructing Islamic education for the digital era: An integrative framework of tarbiyah, taʿlīm, and taʾdīb Faelalika Putri Herhan; Khaerudin
Eduvista: Journal of Education and Innovation Vol. 1 No. 1 (2026): Eduvista: Journal of Education and Innovation
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Digital transformation has created multidimensional challenges for Islamic education, while existing studies tend to examine tarbiyah, ta'lim, and ta'dib separately, leaving the need for an integrated conceptual framework unaddressed. This study aims to reconstruct the paradigm of Islamic education in the digital era by developing an integrative framework of tarbiyah, ta'lim, and ta'dib. A qualitative conceptual approach was employed through library research and content analysis of relevant scholarly literature. The findings propose a conceptual framework integrating spiritual development (tarbiyah), knowledge development and digital literacy (ta'lim), and character formation with digital ethics (ta'dib) to address contemporary challenges in Islamic education. This study contributes by providing a conceptual model that advances the theoretical development of Islamic education and offers a foundation for future empirical research and curriculum innovation in the digital era. Abstrak Transformasi digital menghadirkan tantangan multidimensional bagi pendidikan Islam. Namun, kajian yang ada masih cenderung membahas tarbiyah, ta'lim, dan ta'dib secara terpisah sehingga belum menghasilkan suatu kerangka yang integratif. Penelitian ini bertujuan merekonstruksi paradigma pendidikan Islam di era digital melalui pengembangan kerangka integratif tarbiyah, ta'lim, dan ta'dib. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian konseptual melalui studi kepustakaan dan analisis isi terhadap berbagai literatur yang relevan. Hasil penelitian menghasilkan suatu kerangka konseptual yang mengintegrasikan pembinaan spiritual (tarbiyah), pengembangan pengetahuan dan literasi digital (ta'lim), serta pembentukan karakter dan etika digital (ta'dib) sebagai respons terhadap tantangan pendidikan Islam kontemporer. Kontribusi utama penelitian ini terletak pada pengembangan model konseptual yang memperkuat teori pendidikan Islam sekaligus menjadi landasan bagi penelitian empiris dan inovasi kurikulum di era digital.

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