Revitalisasi Nilai-Nilai Islam dalam Kurikulum Pendidikan Agama Islam di Era Digital
DOI:
https://doi.org/10.65941/56ncwd72Keywords:
curriculum revitalization, Islamic values, digital era, Islamic education, critical digital literacyAbstract
The rapid development of digital technology has fundamentally changed the way the younger generation learns, accesses information, and internalizes values. This condition poses a serious challenge to the Islamic Religious Education (PAI) curriculum in Indonesia, which is often considered less responsive to the demands of the digital era. This study aims to revitalize Islamic values within the PAI curriculum by identifying fundamental values that need to be revitalized, analyzing the challenges and opportunities of digitalization, and formulating a conceptual framework for an adaptive curriculum. This research employs a library research method with a qualitative-descriptive approach. Primary data sources include the Qur'an, Hadith, and official PAI curriculum documents (Minister of Religious Affairs Decrees No. 183 and 184 of 2019). Secondary data sources were obtained from scientific journals, books, and research reports published between 2015 and 2025. Data analysis was conducted using content analysis with data reduction, presentation, and verification stages. The main findings of this study indicate that fundamental Islamic values such as honesty (sidq), trustworthiness (amanah), deliberation (syura), simplicity (zuhud), and justice ('adl) require revitalization in their teaching methods, not in their essence. Digitalization presents challenges including the crisis of scholarly authority, declining concentration spans, and value fragmentation, but also offers opportunities such as access to authentic Islamic sources, interactive learning media, and personalized learning. The proposed revitalization framework rests on three pillars: integration of Islamic values with digital competencies, strengthening of critical digital literacy based on the concept of tabayyun (Qur'an 49:6), and transformation of the teacher's role from a knowledge source to a facilitator and ethical model. This research contributes to the development of contemporary Islamic education theory while providing practical guidance for educators, curriculum developers, and policymakers
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