Melampaui Digitalisasi: Transformasi Pendidikan Agama Islam melalui Pedagogi Blended, Flipped, dan Partisipatif

Abstract

Abstract

The digital transformation of Islamic Religious Education (IRE) presents both opportunities and challenges for developing student-centered pedagogy while maintaining a strong orientation toward religious value internalization. This study aims to analyze and synthesize the role of blended, flipped, and participatory pedagogies in transforming IRE in the digital age. A qualitative library research approach was employed to examine scholarly literature addressing digital transformation in IRE, blended and flipped learning, participatory pedagogy, artificial intelligence, differentiated learning, and religious value internalization. The analysis involved identifying, categorizing, comparing, and thematically synthesizing findings across the selected literature. The results indicate that transforming IRE requires more than technology adoption; it requires pedagogical reconfiguration. Blended learning enhances flexibility, flipped classrooms optimize face-to-face interaction, while participatory pedagogy strengthens student engagement, collaboration, practice, and reflection. Artificial intelligence, digital Qur’anic resources, and digital assessment can further support this transformation, although challenges remain regarding teacher competence, infrastructure, digital literacy, content accuracy, and academic integrity. Digital transformation in IRE should therefore position technology as an enabler of active, human-centered, adaptive, and value-oriented learning aimed at fostering Islamic character.