Curriculum and Methodology Innovation in Digital-based Islamic Religious Education

Abstract

 The rapid advancement of digital technology in the era of Industrial Revolution 5.0 has transformed educational practices, including Islamic Religious Education (PAI). However, PAI in Madrasah Aliyah still faces challenges, such as conventional curricula, limited contextualization of Islamic values in digital realities, and insufficient pedagogical transformation despite the adoption of technology. This study aims to analyze curriculum and methodological innovations in digital-based PAI and evaluate their implications for the learning process. Using a qualitative approach, data were collected through classroom observations, interviews with teachers and students, and document analysis of digital curriculum practices. The findings reveal that integrating digital technology enhances the delivery of instructional content, broadens access to learning resources, and fosters student-centered engagement. Two innovative models—Traditional MOOCs and Gamified MOOCs—were identified as effective practices. Traditional MOOCs provide structured and in-depth reinforcement of religious knowledge, while Gamified MOOCs increase student motivation and retention through interactive and challenge-based approaches. The combination of these models contributes to more dynamic, adaptive, and participatory learning environments. Moreover, digital-based innovations strengthen students’ ability to contextualize Islamic teachings within their daily digital experiences while encouraging responsible digital citizenship. This study concludes that curriculum and methodological transformation in digital-based PAI is essential for enhancing both the relevance and effectiveness of religious education in the digital age. The results provide practical recommendations for madrasahs, educators, and policymakers to design adaptive and innovative PAI curricula that harmonize Islamic values with technological development.