Holistic Islamic Education Curriculum Towards Society 5.0
A Model for Integrating Digital Literacy, 21st Century Skills, and Islamic Ethics in Schools
Abstract
This study aims to (1) analyse the gap between the traditional PAI curriculum and the demands of Society 5.0, (2) identify the main challenges in implementing PAI digitalisation in schools, and (3) construct a Holistic PAI Curriculum Model (PAI-H) as a new theoretical framework that ensures the relevance of PAI in the digital age. This study adopts a Systematic Literature Review (SLR) approach involving qualitative content analysis of reputable international and national literature focusing on PAI curriculum reform, Society 5.0, teacher competencies, and digital ethics to produce credible data synthesis. The findings indicate that technology integration is often superficial, functioning only as a tool for delivering material, and that there is an urgent need to improve the competence of PAI teachers as Spiritual Mentors and shift the focus of the curriculum to be transdisciplinary. The PAI-H model is proposed as a solution that integrates technology, 4C skills, and digital ethics in utilising digital technology within a coherent framework, ensuring that PAI functions as a bastion of moderation. The presented PAI-H model offers strategic policy guidance for curriculum developers and educational institutions to produce graduates who are not only intellectually and digitally superior but also possess moral integrity and play an active role in positive social transformation.
Downloads
References
Avest, Ter, and Retveld Windgerden. “Half a Century of Islamic Education in Dutch Schools.” British Journal of Religious Education 39, no. 3 (2017): 293–302. http://dx.doi.org/10.1080/01416200.2015.1128391
Bailey, Richard. “Evaluating the Relationship between Physical Education, Sport and Social Inclusion.” Educational Review 57, no. 1 (2005).
Hassan, Aminuddin, Asmawati Suhid, Norhasni Zainal, and Habsah Ismail. “The Role of Islamic Philosophy of Education in Aspiring Holistic Learning.” Procedia - Social and Behavioral Sciences 5 (2010): 2113–2118.
Jarmer, Sebastian Tjelle. “Critique of Religion and Critical Thinking in Religious Education.” British Journal of Religious Education 47, no. 3 (2025): 253–267. https://doi.org/10.1080/01416200.2024.2403400
Karunananthan, Sathya, Christina Wolfson, Howard Bergman, François Béland, and David B Hogan. “A Multidisciplinary Systematic Literature Review on Frailty : Overview of the Methodology Used by the Canadian Initiative on Frailty and Aging.” Biomed Central 11 (2009): 1–11.
Kosim, Mohammad, Faqihul Muqoddam, Faidol Mubarok, and Nur Quma Laila. “The Dynamics of Islamic Education Policies in Indonesia.” Cogent Education 10, no. 1 (2023). https://doi.org/10.1080/2331186X.2023.2172930
Latif, Muhaemin, and Erwin Hafid. “Multicultural Attitudes in an Islamic Boarding School of South Sulawesi – Indonesia.” Cogent Education 8, no. 1 (2021). https://doi.org/10.1080/2331186X.2021.1968736
Mukhibat, M, Mukhlison Effendi, Wawan Herry Setyawan, and M Sutoyo. “Development and Evaluation of Religious Moderation Education Curriculum at Higher Education in Indonesia.” Cogent Education 11, no. 1 (2024). https://doi.org/10.1080/2331186X.2024.2302308
Nisa, Eva F, and Eva F Nisa. “Social Media and the Birth of an Islamic Social Movement: ODOJ (One Day One Juz) in Contemporary Indonesia.” Indonesia and the Malay World 46 (2018). https://doi.org/10.1080/13639811.2017.1416758
Nurullah Altas. “Towards Comprehensive Religious Education ( a Trial for New Research Ways within the Frame of Liberalism and Multiculturalism Concepts ).” Procedia - Social and Behavioral Sciences 174 (2015): 131–136.
Pherali, Tejendra. “Social Justice , Education and Peacebuilding : Conflict Transformation in Southern Thailand.” Compare: A Journal of Comparative and International Education 53, no. 4 (2023): 710–727. https://doi.org/10.1080/03057925.2021.1951666
Purwanto, Yedi, Aep Saepudin, Mohammad Rindu Fajar, and Didin Baharuddin. “Tasawwuf Moderation in Higher Education: Empirical Study of Al-Ghazālī’s Tasawwuf Contribution to Intellectual Society.” Cogent Social Sciences 9, no. 1 (2023). https://doi.org/10.1080/23311886.2023.2192556
Reiss, Kristina M. “Eye-Tracking Methodology in Mathematics Education Research : A Systematic Literature Review.” Educational Studies in Mathematics (2020): 147–200.
Rohman, Abdul, Siti Muhtamiroh, Ali Imron, and Noor Miyono. “Integrating Traditional-Modern Education in Madrasa to Promote Competitive Graduates in the Globalization Era.” Cogent Education 10, no. 2 (2023). https://doi.org/10.1080/2331186X.2023.2268456
Schröer, Christoph, Felix Kruse, and Jorge Marx. “A Systematic Literature Review on Applying CRISP-DM Process Model.” Procedia Computer Science 181, no. 2019 (2021): 526–534. https://doi.org/10.1016/j.procs.2021.01.199
Thobani, Shiraz. “The Dilemma of Islam as School Knowledge in Muslim Education The Dilemma of Islam as School Knowledge in Muslim Education.” Asia Pacific Journa of Education 27, no. 1 (2007).
Tuna, Mehmet H. “Fundamentals of a Pluralism-Fostering Islamic Religious Education : Navigating Cultural and Religious Dimensions of Plurality.” Religious Education 119, no. 4 (2024): 321–337. https://doi.org/10.1080/00344087.2024.2384690
Viktor, Aldrin. “Climate Change in Religious Education and the Importance of Hope : A Systematic Review of International Journal Articles 2000 – 2022 Climate Change in Religious Education and the Importance of Hope : A Systematic Review of International.” Religious Education 119, no. 3 (2024): 191–209. https://doi.org/10.1080/00344087.2024.2340175
Copyright (c) 2025 Putri Adona, Zainur Huda, Fitri Yani, Wedra Aprison
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
