Reconstruction of the Islamic Education Curriculum in Shaping Religious Digital Literacy Awareness in the Modern Era

Abstract

The rapid development of digital technology has changed how students access and engage with religious information, creating new challenges for Islamic Religious Education (IRE). The widespread circulation of unverified religious content highlights the need to strengthen students’ ability to evaluate and use digital religious information critically and responsibly. However, the integration of religious digital literacy into the IRE curriculum requires a more comprehensive framework. This study aims to identify the curriculum components that need to be reconstructed and formulate a framework for integrating religious digital literacy into IRE. It employs a qualitative approach through a literature review of scholarly books, journal articles, conference proceedings, and educational policy documents. The collected literature is analyzed using content analysis to identify recurring themes and synthesize relevant findings. The results identify five dimensions of religious digital literacy: technical competence, critical evaluation of digital religious content, Islamic digital ethics, religious communication in digital spaces, and the use of technology for spiritual development. The study also identifies four curriculum components requiring reconstruction: learning objectives, learning materials, instructional methods, and assessment. The proposed framework integrates Islamic values and digital competencies through technology-supported learning, authentic assessment, and the cultivation of ethical and responsible digital behavior. The study concludes that curriculum reconstruction should address both digital competence and Islamic values to prepare students to engage critically, ethically, and responsibly with religious information in the digital era.