Islamic Religious Education Learning for Gen Z in the Synergy of Independent Curriculum Digitalization and Teacher Education Reconstruction
DOI:
https://doi.org/10.31538/tijie.v7i3.2998Keywords:
Islamic Religious Education, GenZ, Digitalization, Independent Curriculum, ReconstructionAbstract
Significant changes in digital technology have transformed the communication patterns, social interactions, thinking patterns, and learning styles of Generation Z, including in Islamic Religious Education (PAI) learning. This generation is characterized by visual, fast-paced, interactive, and highly connected digital technology. On the other hand, the Independent Curriculum provides teachers with the opportunity to develop flexible, differentiated, project-based, and character-building learning. However, the implementation of digital-based PAI learning still faces challenges, particularly related to the uneven distribution of teachers' pedagogical skills and digital literacy. Therefore, a reconstruction of teacher education is needed to produce PAI educators who are adaptive, innovative, and responsive to current developments. This study aims to describe the PAI learning model for Generation Z through the synergy of the digitalization of the Independent Curriculum and the reconstruction of teacher education. The study used a qualitative approach with a case study method. Data collection techniques included observation, interviews with PAI teachers, and analysis of curriculum documents and learning materials. The research focused on the integration of digital learning, the implementation of the Independent Curriculum, and strengthening teacher competencies in PAI learning. The results of the study indicate that Islamic Religious Education (PAI) learning designed digitally, contextually, and project-based can significantly increase student engagement, motivation, and understanding. Teachers who have good pedagogical competence and digital literacy can create reflective, interactive, and meaningful learning according to the characteristics of Generation Z. This study contributes to formulating a conceptual model of Islamic Religious Education (PAI) learning that is responsive to the digital era while providing implications for the development of Islamic Religious Education (PAI) teacher education in madrasas in the future.
Downloads
References
Abdul Jaleel, K. A., Abdul Khader Aneesh, A., Shahid, M., Abdul Rasheed, K. M., Razeena, S., Mubeena, M., & Nubeera, M. (2024). Cultivating Knowledge: A Comprehensive Examination of Madrasa Education System in India. In B. Awwad (Ed.), The AI Revolution: Driving Business Innovation and Research: Volume 2 (pp. 787–801). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-54383-8_60
Aboobaker, N., & KA, Z. (2021). Digital learning orientation and innovative behavior in the higher education sector: Effects of organizational learning culture and readiness for change. International Journal of Educational Management, 35(5), 1030–1047. https://doi.org/10.1108/IJEM-09-2019-0345
Adiansah, I. N., Putri, O. T. D., & Khamim, S. (2026). Effective Learning To Improve Understanding Of Moral Beliefs In Religious Generation Z Students. Fikroh: Jurnal Pemikiran Dan Pendidikan Islam, 19(1), 113–127. https://doi.org/10.37812/fikroh.v19i1.2285
Ahadiyah, W., Zahidi, S., & Hidayatussholihah, R. (2024). Strategi Pembelajaran Quantum sebagai bentuk Interpretasi Profil Pelajar Pancasila Di Era Digital. Journal of Education and Learning Innovation, 1(2), 174–185. https://doi.org/10.59373/jelin.v1i2.60
Ahmad Kusaini, E., Mahamod, Z., & Wan Mohammad, W. M. R. (2024). The relations between technological knowledge, technological content knowledge, technological pedagogical knowledge, technological pedagogical content knowledge and inventive skills among malay language teachers. Cakrawala Pendidikan, 43(3), 788–801. https://doi.org/10.21831/cp.v43i3.58354
Ahmad, N., & Khalid, M. U. (2024). Digitalization of Religious (Islamic) Education: Bridging Tradition and Innovation for Global Learning. {=I}Q{=A}N, 6(2), 1–14. https://doi.org/10.36755/iqan.v6i2.448
Ahwan, Z., & Karfida, P. D. (2025). The Role of Parental Communication in Cultivating Children’s Mental Resilience with Islamic Values to Overcome Bullying. Communicator: Journal of Communication, 2(1), 12–26. https://doi.org/10.59373/comm.v2i1.48
Aldogiher, A., Halim, Y. T., El-Deeb, M. S., Maree, A. M., & Kamel, E. M. (2025). The Impact of Digital Teaching Technologies (DTTs) in Saudi and Egyptian Universities on Institutional Sustainability: The Mediating Role of Change Management and the Moderating Role of Culture, Technology, and Economics. Sustainability, 17(5), 2062. https://doi.org/10.3390/su17052062
Alkouatli, C. (2022). Muslim educators’ pedagogies: Tools for self, social, and spiritual transformation. Harvard Educational Review, 92(1), 107–133. https://doi.org/10.17763/1943-5045-92.1.107
Amalia, E. R. (2025). Leveraging Religious Capital: Teacher Agency and Curriculum Reform in Indonesian Islamic Schools. Tafkir: Interdisciplinary Journal of Islamic Education, 6(4), 946–965. https://doi.org/10.31538/tijie.v6i4.2214
Anwar, A. S., & Sofii, I. (2025). Navigating Challenges and Opportunities in the Renewal of Muhammadiyah’s Educational Philosophy in the Digital Era. Tarbawi: Jurnal Keilmuan Manajemen Pendidikan, 11(01), 97–110. https://doi.org/10.32678/tarbawi.v11i01.10732
Aslanyan-rad, E. (2024). A Synthesis Research of the Functions and Ingredients of the Generation Z in Third Millennium Curriculum Characteristics. https://orcid.org/0000-0002-9117-7703
Aslihah, A., & Wasehudin, W. (2023). Gratitude as the foundation of islamic educational values (study of the qur’an surat al-fatihah). Attaqwa: Jurnal Ilmu Pendidikan Islam, 19(2), 237–248. https://doi.org/10.54069/attaqwa.v19i2.559
Aulia, S. R., Kusrini, N. A. R., & Daud, W. A. A. W. (2025). Digital Divides and Cultural Bridges: Generational Insights into Internet Slang, Identity, and Perceptions within Islamic Civilizational Discourse. Adiluhung: Journal of Islamic Values and Civilization, 1(2), 106–116. https://doi.org/10.59373/xstwfc64
Aziz, A., Maryati, S., Azizah, F. N., Malintang, J., & Fahmi, F. (2025). Ventriloquism As A Medium For Strengthening Islamic Values And Character Education. Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 8(3), 740–751. https://doi.org/10.54069/attadrib.v8i3.1064
Aziz, A., Rachman, P., Juliansyah, J., & Murfi, A. (2024). Spiritual Leadership, Organizational Culture, and Self-Efficacy as Predictors of Lecturer Performance in Indonesian Higher Education: A PLS-SEM Analysis in Probolinggo. Jurnal Pendidikan Islam, 13(2), 107–117. https://doi.org/10.14421/jpi.2024.132.107-117
Badawi, H. (2025). Linguistic Equity in Digital Age Education: A Critical Examination of Language Hierarchies, Technological Bias, and Multilingual Pedagogies. Attaqwa: Jurnal Ilmu Pendidikan Islam, 21(2), 134–142. https://doi.org/10.54069/attaqwa.v21i2.973
Baidho, W., & Bz, Z. (2026). Developing an ICT-Integrated Differentiated Learning Model to Address the Diverse Learning Styles of Islamic Religious Education Students. At-Tadzkir: Islamic Education Journal, 5(1), 114–132. https://doi.org/10.59373/attadzkir.v5i1.285
Bakar, M. A., Umroh, K. A., & Hameed, F. (2023a). Improving Quality Islamic Education for Today’s Generation. At-Tadzkir: Islamic Education Journal, 2(2), 118–128. https://doi.org/10.59373/attadzkir.v2i2.42
Bakar, M. A., Umroh, K. A., & Hameed, F. (2023b). Improving Quality Islamic Education for Today’s Generation. At-Tadzkir: Islamic Education Journal, 2(2), 118–128. https://doi.org/:%2520https://doi.org/10.59373/attadzkir.v2i2.42
Blau, I., Shamir-Inbal, T., & Avdiel, O. (2020). How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? The Internet and Higher Education, 45, 100722. https://doi.org/10.1016/j.iheduc.2019.100722
Budiartini, N. N., Handayani, N. N. L., & Hadriani, N. L. G. (2025). Pengaruh Model Contextual Teaching Learning Berbasis Tri Hita Karana Terhadap Kemampuan Berpikir Kritis Dan Hasil Belajar: The Effect of the Tri Hita Karana-Based Contextual Teaching and Learning Model on Critical Thinking Skills and Learning Outcomes. Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 8(3), 768–780. https://doi.org/10.54069/attadrib.v8i3.1091
Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54(3), 356–369. https://doi.org/10.1111/ejed.12345
Campbell, H. A., & Bellar, W. (2022). Digital religion. Taylor & Francis Group.
Chan, V., Malik, N. I. S. B. A., & Chun, C. C. E. (2020). Educating Gen-Z: developing a teaching and learning ecosystem in a 21st century learning. International Journal of Creative Multimedia, 1(SI 1), 167–180. https://doi.org/10.33093/ijcm.2020.1.X1.14
Chanifah, N., Hanafi, Y., Mahfud, C., & Samsudin, A. (2021). Designing a spirituality-based Islamic education framework for young muslim generations: A case study from two Indonesian universities. Higher Education Pedagogies, 6(1), 195–211. https://doi.org/10.1080/23752696.2021.1960879
Choirin, M., Dwijayanto, A., Yumna, L., & Muaz, Y. A. (2024). Nurturing Moderate Islam: Strategic Da’wah Communication in The Digital Era for Generation Z. International Journal Ihya’’Ulum al-Din, 26(1), 108–118. https://doi.org/:%2520https://doi.org/10.21580/ihya.26.1.20008
Çoklar, A. N., & Tatli, A. (2021). Examining the Digital Nativity Levels of Digital Generations: From Generation X to Generation Z. Shanlax International Journal of Education, 9(4), 433–444.
Corrin, L., Apps, T., Beckman, K., & Bennett, S. (2019). THE MYTH OF THE DIGITAL NATIVE AND. The Oxford Handbook of Cyberpsychology, 98.
Effendi, A., Hairunnisa, H., & Jamaliah, J. (2025). Analysis of the Integration of Tahfiz Al-Qur’an in the Curriculum: Its Impact on Student Achievement. At-Tadzkir: Islamic Education Journal, 4(1), 81–92. https://doi.org/10.59373/attadzkir.v4i1.135
Effendi, M. N., & others. (2025). Development of Islamic Akidah Education in Facing the Era of Society 5.0. Tafkir: Interdisciplinary Journal of Islamic Education, 6(1), 77–93. https://doi.org/10.31538/tijie.v6i1.1242
ENEH, N. C. (n.d.). INFLUENCE OF E-LEARNING POLICY PEDAGOGY ON STUDENT-CENTERED COLLABORATIVE LEARNING AND DEVELOPMENT IN HIGHER INSTITUTIONS.
Etemi, B. P., Uzunboylu, H., Latifi, S., & Abdigapbarova, U. (2024). The Effect of the Flipped Learning Approach on Engineering Students’ Technology Acceptance and Self-Directed Learning Perception. Sustainability, 16(2), 774. https://doi.org/10.3390/su16020774
Falloon, G. (2020). From digital literacy to digital competence: The teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449–2472.
Gadatia, B. S., & Mahananda, P. (2025). Transforming teacher education in Odisha through ICT integration: A study on transaction modalities. Human Education Today for Tomorrow’s World, 22(1), 44–52. https://doi.org/10.2478/hettw-2025-0011
Gurung, R. A. R., Chick, N. L., & Haynie, A. (2023). Exploring signature pedagogies: Approaches to teaching disciplinary habits of mind. Taylor & Francis.
Hakim, F., Syam, N., Ch, M., & Ibrahim, A. M. (2026). Intelligence in Islamic Education: Knowledge Integration or Ethical Alienation. Attaqwa: Jurnal Ilmu Pendidikan Islam, 22(1), 111–127. https://doi.org/10.54069/attaqwa.v22i1.1149
Haq, H., & others. (2024). Evaluation of the Implementation of the Merdeka Belajar Curriculum in Secondary Schools in the Digital Era. International Journal of Post Axial: Futuristic Teaching and Learning, 215–228. https://doi.org/10.59944/postaxial.v2i4.391
Harpiani, S., A.m, M. I., Ampry, E. S., Setiawan, A., & Sridelia, P. (2025). Pengembangan Media Pembelajaran Flash Card Digital sebagai Upaya Mengatasi Problematika Keterampilan Berbahasa di Sekolah Dasar: Development of Digital Flash Card Learning Media as an Effort to Address Language Skill Challenges in Elementary Schools. Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 8(3), 553–565. https://doi.org/10.54069/attadrib.v8i3.1012
Hartati, H. (2024). STRENGTHENING ISLAMIC RELIGIOUS EDUCATION LEARNING STRATEGIES BY PROFESSIONAL TEACHERS IN RESPONDING TO THE CHALLENGES OF GENERATION Z CHARACTERISTICS. Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah, 9(3), 531–542.
Haryani, H., Astriyani, E., & Devana, V. T. (2021). Exploration of islamic religious learning innovation technology with the ilearning approach. Aptisi Transactions on Technopreneurship (ATT), 3(2), 189–200. https://doi.org/10.34306/att.v3i2.211
Hasanah, N. A., & others. (2024). Opportunities and Challenges for Islamic Education in Society 5.0. Islam Transformatif: Journal of Islamic Studies, 8(2), 264–281. https://doi.org/10.30983/it.v8i2.8650
Hendrastomo, G., & Januarti, N. E. (2023). The Characteristics of Generation Z Students and Implications for Future Learning Methods. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 9(2), 484–496. https://doi.org/10.33394/jk.v9i2.7745
Hernandez-de-Menendez, M., Escobar D’iaz, C. A., & Morales-Menendez, R. (2020). Educational experiences with Generation Z. International Journal on Interactive Design and Manufacturing (IJIDeM), 14(3), 847–859. https://doi.org/10.1007/s12008-020-00674-9
Hidayati, Z., Sya’roni, M., Subhan, M., & Rahmah, A. (2025). Synergy of Parents and Madrasas: Building a Violence-Free Generation. Tafkir: Interdisciplinary Journal of Islamic Education, 6(3), 892–908. https://doi.org/10.31538/tijie.v6i3.1834
Huda, M., Arif, M., Rahim, M. M. A., & Anshari, M. (2024). Islamic Religious Education Learning Media in the Technology Era: A Systematic Literature Review. At-Tadzkir: Islamic Education Journal, 3(2), 83–103. https://doi.org/10.59373/attadzkir.v3i2.62
Ikhwan, A., Anjelita, R., Kartiko, A., Zukhrufin, F. K., & Ikhwan, A. N. (2025). Strengthening Student Character Through Tapak Suci Extracurricular Activities. Kharisma: Jurnal Administrasi Dan Manajemen Pendidikan, 4(1), 73–85. https://doi.org/10.59373/kharisma.v4i1.70
Ikhwan, M., Fuadi, M., Mailizar, M., & Jannah, M. (2023). The Utilization of Information Technology forthe Professional Development of Islamic Education Teachers in Indonesia. https://doi.org/10.22219/progresiva.v12i02.3116910.22219/progresiva.v12i02.31169
Istiyani, D., Wibowo, A. M., Taruna, M. M., Rahmawati, T., & Atmanto, N. E. (2024). Challenges and Opportunities in Early Childhood Religious and Moral Education: A Perspective from the Evaluation of Logical Models. Nazhruna: Jurnal Pendidikan Islam, 7(2), 233–249. https://doi.org/10.31538/nzh.v7i2.4843
Jaedun, A., Raharjo, N., Hastuningsih, A. D., Sutarto, Pratama, G. N. I. P., & Masek, A. B. (2024). International comparison of vocational pre-service teachers’ character education in Indonesia and Malaysia. Cakrawala Pendidikan, 43(3), 670–682. https://doi.org/10.21831/cp.v43i3.71345
Junaidi, Afrinaldi, Artika, F. S., Al-Momani, M. O., & Hulwana, H. (2025). Islamic Moderatism in Curriculum Development Of Islamic Educational Institutions in Aceh. Jurnal Pendidikan Agama Islam, 22(1), 43–56. https://doi.org/10.14421/jpai.v22i1.8313
Kumar, M., & Mamgain, P. (2023). Generation-Z student video-based learning pedagogy preference and teaching challenges. Redefining Virtual Teaching Learning Pedagogy, 155–167. https://doi.org/10.1002/9781119867647.ch9
Milutinović, V. (2022). Examining the influence of pre-service teachers’ digital native traits on their technology acceptance: A Serbian perspective. Education and Information Technologies, 27(5), 6483–6511. https://doi.org/10.1007/s10639-022-10887-y
Muhalli, M. (2023). Strategi optimalisasi pendidikan Islam dalam membentuk karakter Islami pada mahasiswa generasi Z. Attaqwa: Jurnal Ilmu Pendidikan Islam, 19(2), 307–315. https://doi.org/10.54069/attaqwa.v19i2.452
Munawir, M., Alfiana, F., & Pambayun, S. P. (2024). Menyongsong Masa Depan: Transformasi Karakter Siswa Generasi Alpha Melalui Pendidikan Islam yang Berbasis Al-Qur’an. Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 7(1), 1–11. https://doi.org/10.54069/attadrib.v7i1.628
Mursalin, H., & Al Madzali, M. Y. (2024). The Urgency of Islamic Religious Education For Generation Z. Al-Mubin: Islamic Scientific Journal, 7(2), 87–100. https://doi.org/10.51192/almubin.v7i2.773
Mustapa, K., Gagaramusu, Y. B. M., Palandi, E. H., Syakhrani, A. W., & Towpek, H. (2023). Technology-enhanced education: Nurturing the digital generation-experiences in Islamic schools in Indonesia. International Journal of Teaching and Learning, 1(1), 16–40.
Nifriza, I., Syahril, S., & Rifma, R. (2023). Independent learning policy (analysis of learning curriculum). Edumaspul: Jurnal Pendidikan, 7(1), 1341–1348.
Nor, A., Yusuf, M., & Arabi, I. (2024). Strategies for improving the professionalism of Islamic education teachers at university. Tafkir: Interdisciplinary Journal of Islamic Education, 5(1), 41–61. https://doi.org/10.31538/tijie.v5i1.774
Ong, Q. K. L., & Annamalai, N. (2024). Technological pedagogical content knowledge for twenty-first century learning skills: The game changer for teachers of industrial revolution 5.0. Education and Information Technologies, 29(2), 1939–1980. https://doi.org/10.1007/s10639-023-11852-z
Posangi, S. S., Lundeto, A., Labaso, S., Anwar, H., & Damopolii, M. (2025). Enhancing Islamic Education Quality through Educational Supervision and ICT. Jurnal Ilmiah Peuradeun, 13(2), 1209–1234. https://doi.org/10.26811/peuradeun.v13i2.1955
Pramitha, D., Ubaidillah, A., Sayeed, M. M. Bin, & others. (2024). Gen Z’s Religiosity Level: A Comparative Study between Indonesia and the United Kingdom. Jurnal Pendidikan Agama Islam, 21(2), 307–318. https://doi.org/10.14421/jpai.v21i2.8400
Rafsanjani, T. A., Abdurrozaq, M., & Inayati, F. (2024). Islamic Religious Learning in the Digital Age: An Interactive Method for Generation Z. Solo International Collaboration and Publication of Social Sciences and Humanities, 2(03), 304–315. https://doi.org/10.61455/sicopus.v2i03.222
Ramadhan, R. S., Kusrini, N. A. R., & Ardianto, A. (2025). The Bridging the Lingustic Gap: Challenges in Building AI Models For Non-Standard Dialects. Attaqwa: Jurnal Ilmu Pendidikan Islam, 21(1), 69–81. https://doi.org/10.54069/attaqwa.v21i1.978
Rasyidi, A. H., & Al Idrus, S. A. J. (2024). Exploration of PAI Teacher Challenges and Opportunities; Case Study of Implementation The Independent Learning Curriculum, In East Lombok Elementary Schools. Jurnal Ilmiah Profesi Pendidikan, 9(1), 506–514. https://doi.org/10.29303/jipp.v9i1.2058
Retno, R. S., Purnomo, P., Hidayat, A., & Mashfufah, A. (2025). Conceptual framework design for STEM-integrated project-based learning (PjBL-STEM) for elementary schools. Asian Education and Development Studies, 14(3), 579–604. https://doi.org/10.1108/AEDS-08-2024-0188
Rohmiati, E. (2025). The Use of Digital Media in Learning Islamic Religious Education: Opportunities and Challenges. Urwatul Wutsqo: Jurnal Studi Kependidikan Dan Keislaman, 14(1), 33–45. https://doi.org/10.54437/urwatulwutsqo.v14i1.1952
Rustan, A. S., Amin, S., Haramain, M., & Nurhakki. (2020). The phenomenon of the celebrity preachers and the awakening of the religious spirit of millennial generation in Indonesia. International Journal of Advanced Science and Technology, 29(3 Special Issue), 1349–1354. https://doi.org/10.4108/eai.1-10-2019.2291699
Sawari, S. S. M., Muflihin, A., Warsiyah, W., & Madrah, M. Y. (2022). The Perception of Islamic Religious Education and Its Implications for Curriculum Development in the Era of Society 5.0. Akademika: Jurnal Pemikiran Islam, 27(2), 255–266. https://doi.org/10.32332/akademika.v27i2.5805
Shafie, H., Majid, F. A., & Ismail, I. S. (2019). Technological pedagogical content knowledge (TPACK) in teaching 21st century skills in the 21st century classroom. Asian Journal of University Education, 15(3), 24–33.
Suchyadi, Y., & Suharyati, H. (2021). The Use Of Multimedia As An Effort To Improve The Understanding Ability Of Basic School Teachers ‘Creative Thinking In The Era ‘Freedom Of Learning,.’ Yogyakarta: Zahir Publishing, 42–53.
Susanti, S. S., Nursafitri, L., Hamzah, I., Zunarti, R., Asy’arie, B. F., As’ad, M. S., & others. (2024). Innovative Digital Media in Islamic Religious Education Learning. Jurnal Pendidikan Agama Islam, 21(1), 40–59. https://doi.org/10.14421/jpai.v21i1.7553
Tai, J. H.-M., Bellingham, R., Lang, J., & Dawson, P. (2019). Student perspectives of engagement in learning in contemporary and digital contexts. Higher Education Research & Development, 38(5), 1075–1089. https://doi.org/10.1080/07294360.2019.1598338
Ucan, A. D. (2019). Improving the pedagogy of Islamic religious education in secondary schools: The role of critical religious education and variation theory. Routledge. https://doi.org/10.4324/9780429055706
van Bemmel, R., Zitter, I., & de Bruijn, E. (2025). Exploring the concept of a responsive curriculum in teacher education from the perspective of students and teacher educators. The Curriculum Journal, 36(2), 274–293. https://doi.org/10.1002/curj.295
Yuan, R., Lee, I., De Costa, P. I., Yang, M., & Liu, S. (2022). TESOL teacher educators in higher education: A review of studies from 2010 to 2020. Language Teaching, 55(4), 434–469. https://doi.org/10.1017/S0261444822000209
Zaid, B., Fedtke, J., Shin, D. D., El Kadoussi, A., & Ibahrine, M. (2022). Digital Islam and Muslim millennials: How social media influencers reimagine religious authority and Islamic practices. Religions, 13(4), 335. https://doi.org/10.3390/rel13040335
Zakiyyah, I., & others. (2024). Learning Management of Islamic Religious Education Based on Digital Technology. 2024 12th International Conference on Cyber and IT Service Management (CITSM), 1–7. https://doi.org/10.1109/CITSM64103.2024.10775708
Zubairi, Z., & Nurdin, N. (2022). The Challenges of Islamic Religious Education in the Industrial Revolution 4.0. Scaffolding: Jurnal Pendidikan Islam Dan Multikulturalisme, 4(3), 386–396. https://doi.org/10.37680/scaffolding.v4i3.2120
Zuhriyeh, S., Ali, M., & Hidayat, A. (2025). Digital Transformation of Islamic Education: An Artificial Intelligence-Based Teaching Module Development Study. Edunesia: Jurnal Ilmiah Pendidikan, 6(2), 1113–1126. https://doi.org/10.51276/edu.v6i2.1255
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Ahmad Jamaluddin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Tafkir: Interdisciplinary Journal of Islamic Education is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at http://pasca.jurnalikhac.ac.id/index.php/tijie/index.
