Faisal Al-Banjari, Wahab Wahab, Nelly Mujahidah

- The Contempory Islamic Religious Education (PAI) Curriculum: Synergy Between Religious Values And Technology

Introduction

- the contempory islamic religious education (pai) curriculum: synergy between religious values and technology. Explore the synergy of Islamic religious values and technology in the PAI/IRE curriculum. Discover how technology enhances learning, addressing challenges like teacher training & resources.

Abstract

This study explores the integration of technology in the Islamic Religious Education (IRE) curriculum, aiming to enhance learning effectiveness while maintaining the core values of Islamic teachings. As digital tools become increasingly prevalent in education, this research investigates how they can be optimized for use in IRE without compromising the essence of religious principles. A qualitative research design was employed, using literature review, interviews with educators, and focus group discussions with students.The findings reveal that while technology can enhance student engagement and offer personalized learning opportunities, challenges such as inadequate teacher training, limited resources, and concerns about replacing traditional methods must be addressed. When appropriately integrated, technology can support traditional educational methods and improve the understanding of religious texts, fostering a deeper connection to Islamic teachings. In conclusion, the study emphasizes the importance of professional development for educators and adequate resources to successfully implement technology in IRE. It also suggests that further research is needed to explore the long-term impact of technology on religious education and its alignment with Islamic values.

Review

The submitted manuscript, "The Contemporary Islamic Religious Education (PAI) Curriculum: Synergy Between Religious Values and Technology," addresses a highly pertinent and timely topic concerning the evolving landscape of education. The study's core objective to explore the integration of technology within the Islamic Religious Education (IRE) curriculum, with a steadfast commitment to preserving core Islamic values, is commendable and critical in an increasingly digital world. The qualitative research design, employing a comprehensive approach through literature review, interviews with educators, and focus group discussions with students, offers a robust framework for investigating this complex intersection, promising valuable insights into practical implementation challenges and opportunities. A significant strength of this research lies in its balanced exploration of the potential benefits and inherent challenges of technological integration in IRE. The findings effectively highlight how digital tools can significantly enhance student engagement and facilitate personalized learning experiences, thereby potentially enriching the understanding of religious texts and fostering a deeper connection to Islamic teachings. Crucially, the study does not shy away from identifying practical hurdles, such as the persistent issues of inadequate teacher training, limited resources, and the understandable apprehension regarding the displacement of traditional pedagogical methods. This nuanced perspective underscores the necessity of thoughtful, rather than wholesale, integration, emphasizing how technology can complement and support, rather than supplant, established educational practices. While the study provides a valuable initial mapping of this synergy, it also judiciously points towards critical areas requiring further attention. The emphasis on professional development for educators and the provision of adequate resources are practical and immediate recommendations essential for successful implementation. Moreover, the call for further research into the long-term impact of technology on religious education and its precise alignment with Islamic values is particularly salient. This indicates that while the current study lays important groundwork, the deeper theological and sociological implications of this integration remain fertile ground for future investigation. Overall, this paper makes a significant contribution to the discourse on contemporary IRE curriculum development, offering both a conceptual framework and practical considerations for educators and policymakers alike.

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