Reconstruction Of The Paradigm Of Contemporary Islamic Education For Character Strengthening And Digital Literacy
DOI:
https://doi.org/10.64540/5rg5f347Keywords:
Contemporary Islamic Education, Paradigm Reconstruction, Character Education, Digital Literacy, Adab, Digital CitizenshipAbstract
The development of digital technology, artificial intelligence, social media, and increasingly complex information ecosystems has transformed the educational landscape while introducing new challenges to students’ character development. Islamic education is no longer sufficient when viewed merely as a process of transmitting religious knowledge. Instead, it needs to be reconstructed as a process of developing individuals who are knowledgeable, well-mannered, critical, adaptive, and responsible in digital spaces. This study aims to analyze the need for reconstructing the paradigm of contemporary Islamic education and to formulate an integrative framework that connects Islamic values, character education, and digital literacy. The study employs a library research approach, using content analysis to examine conceptual literature, scholarly articles, educational policy documents, and international digital competency frameworks. The analysis indicates that the paradigm of contemporary Islamic education needs to shift from a knowledge-transmission orientation toward a transformative-humanistic paradigm that positions adab, integrity, responsibility, critical thinking, self-regulation, and digital citizenship as interconnected competencies. This reconstruction produces the conceptual model of Adab–Knowledge–Digital Literacy–Character–Action (AKDCA), a framework that positions adab as the normative foundation, knowledge as the epistemic basis, digital literacy as an operational and critical competency, character as a moral disposition, and action as an ethical manifestation. Theoretically, this model expands the concept of Islamic education by integrating spiritual-moral dimensions with digital competencies. Practically, it can serve as a foundation for developing curricula, pedagogical approaches, teacher competencies, and assessment practices in Islamic education in the digital era.
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