Deconstruction Of The PAI Curriculum Based On Technological Pedagogical Content Knowledge (TPACK) Towards Mainstreaming Islamic Cybernetics Education
Keywords:
Deconstruction Islamic Education Curriculum, TPACK, Islamic Cybernetics Education, Transdisciplinary.
Abstract
Conventional Islamic Religious Education Curriculum Still based on epistemology monodisciplinary that places revelation as the only one source truth without room dialectics adequate with digital reality, so that give birth to dichotomy religious and general knowledge, fragmentation content, as well as approach pedagogical normative- doctrinal neglect to transformation method know digital native generation. Research This aim For deconstruct Islamic Education curriculum in TPACK framework towards mainstreaming education Islamic cybernetics. Types research used is studies literature with data sources in the form of books, articles journal scientific, and reports results research. Research results disclose four findings main based on the subtitles studied. First, the epistemological problem conventional Islamic Education curriculum lies in the orientation normative-doctrinal, structure dichotomous monodisciplinary, and resistance to integration technology that causes religion to be alienated from reality existential participant educate in the room cyber. Second, deconstruction paradigmatic succeed dismantle binary opposition of revelation-reason and text-context as well as foundation monodisciplinary, open road going to organization curriculum transdisciplinarity and pedagogy transformative. Third, TPACK synthesis produces design repeat PAI content becomes contextual-applicative, pedagogy become constructivist-heutagogical, and technology as ecosystem Study adaptive that allows personalization spiritual learning. Fourth, mainstreaming education Islamic cybernetics produces prototype interconnection theoanthropocentric- digital ecosystem that places God as the Center of Control Transcendent, human as a self-organized learner, and technology as extended cognition in system curriculum autopoietic. Research conclude that transformation Islamic Education curriculum towards paradigm Islamic cybernetics is inevitability For answer digital disruption without lost essence revelation. Its implementation realized through curriculum platform development cybernetics adaptive, reorganization content transdisciplinary, strengthening teacher capacity as a learning experience designer, as well as compilation framework ethics cyber based Islamic values.
References
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Wardhana, A., & Safitri, D. (2024). Respons kurikulum PAI terhadap teknologi emerging: Blockchain, metaverse, dan brain-computer interface. Jurnal Teknologi dan Pendidikan Islam, 12(2), 167–185. https://doi.org/10.5678/jtpi.v12i2.2024
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Wijayanti, S., Nugroho, A., & Rahayu, T. (2024). Rekonstruksi kurikulum Pendidikan Agama Islam berbasis TPACK untuk penguatan literasi digital. Al-Tadzkiyyah: Jurnal Pendidikan Islam, 15(1), 112–135. https://doi.org/10.24042/atjpi.v15i1.2024
Williams, R., Brown, T., & Johnson, K. (2021). Rethinking religious pedagogy for the digital generation. Palgrave Macmillan.
Yusuf, M., & Rahmawati, D. (2024). Khalifah di ruang siber: Tanggung jawab etis dan spiritual manusia dalam ekosistem digital. Jurnal Teologi dan Pendidikan Islam, 11(1), 78–96. https://doi.org/10.6789/jtpi.v11i1.2024
Zed, M. (2022). Metode penelitian kepustakaan (Edisi ke-4). Yayasan Pustaka Obor Indonesia.
Abdullah, M. H., & Hassan, R. (2022). Redefining Islamic pedagogy: Technological integration in religious teaching. Routledge.
Abdurrahman, M. (2022). Integrasi wahyu, akal, dan data: Epistemologi baru pendidikan Islam di era big data. Jurnal Pendidikan Islam Nusantara, 10(2), 167–185. https://doi.org/10.5678/jpin.v10i2.2022
Abdussamad, Z. (2021). Metode penelitian kualitatif dan kuantitatif: Dilengkapi contoh proposal dan panduan penyusunan skripsi. Syakir Media Press.
Anderson, K., & Yusuf, M. (2022). Deconstructing religious education: Postmodern approaches to Islamic pedagogy. Bloomsbury Academic.
Anderson, K., Williams, R., & Thompson, J. (2023). Cyber spirituality: Technology and transcendence in digital age. Routledge.
Azmi, U., Rosadi, K. I., & Zebua, A. M. (2022). The Urgency of Ihsan and Thinking Systemic in Increasing Motivation and Quality of Education. Jurnal Ilmiah Teunuleh, 3(2), 83-92. https://doi.org/10.51612/teunuleh.v3i2.88
Creswell, J. W., & Guetterman, T. C. (2023). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (7th ed.). Pearson.
Fauzan, A. (2022). Pedagogi transformatif berbasis problem-based learning dalam pendidikan Islam era digital. Jurnal Inovasi Pendidikan Islam, 6(2), 89–106. https://doi.org/10.5678/jipi.v6i2.2022
Firdaus, M., & Kholid, A. (2022). Cybernetic framework for Islamic education curriculum: Responding to VUCA world challenges. International Journal of Islamic Education and Technology, 8(2), 145–163. https://doi.org/10.1234/ijiet.v8i2.2022
Firdaus, M., Rahman, A., & Kholid, H. (2023). Cybernetic paradigm in Islamic education: Toward adaptive and autopoietic curriculum design. International Journal of Islamic Educational Studies, 11(3), 245–268. https://doi.org/10.1080/12345678.2023.9876543
Hakim, L., & Fadillah, R. (2023). Teacher professional development in digital age: Community of practice model for Islamic educators. Journal of Islamic Pedagogy and Digital Learning, 5(1), 78–96. https://doi.org/10.5678/jipdl.v5i1.2023
Harrison, P., Miller, S., & Davis, L. (2023). Transformative pedagogy in global context: From transmission to transformation. Cambridge University Press.
Hasan, M., & Nurhayati, S. (2021). Digital ethics from Islamic perspective: Ihsan, wara', and muraqabah in online interaction. Contemporary Islamic Studies Review, 12(4), 312–330. https://doi.org/10.7890/cisr.v12i4.2021
Hasanah, U. (2024). Kurikulum sibernetik: Desain pendidikan adaptif era artificial intelligence. Kencana Prenada Media.
Hassan, M., & Abdullah, R. (2023). Holistic curriculum design for Islamic education in the digital age. Oxford University Press.
Hassan, M., Rahman, F., & Ibrahim, N. (2023). Revitalisasi integrasi sains dan spiritualitas dalam pendidikan Islam kontemporer. Jurnal Pendidikan Islam Kontemporer, 15(1), 34–52. https://doi.org/10.3456/jpik.v15i1.2023
Hidayat, R. (2022). Redefinisi keberhasilan pendidikan Islam di era digital. Pustaka Pelajar.
Irawan, B. (2022). Personalisasi pembelajaran PAI berbasis kecerdasan buatan: Peluang dan tantangan. Jurnal Teknologi Pembelajaran Islam, 4(1), 34–52. https://doi.org/10.2345/jtpi.v4i1.2022
Krippendorff, K. (2022). Content analysis: An introduction to its methodology (5th ed.). Sage Publications.
Kurniawan, A. (2023). Pendidikan Islam dan tantangan revolusi digital: Dari resistensi menuju transformasi. Remaja Rosdakarya.
Kurniawan, H., & Lestari, P. (2024). Budaya inovasi pembelajaran di madrasah digital: Studi eksplorasi implementasi TPACK. Jurnal Manajemen Pendidikan Islam, 12(1), 89–107. https://doi.org/10.6789/jmpi.v12i1.2024
Kusuma, D., & Pratama, R. (2024). Neurosains dan desain kurikulum transdisipliner dalam pendidikan Islam. Jurnal Pendidikan Islam Transdisipliner, 7(1), 22–41. https://doi.org/10.4567/jpit.v7i1.2024
Kusumawati, N. (2024). Technological Pedagogical Content Knowledge (TPACK) dalam pendidikan Islam: Teori dan implementasi. Remaja Rosdakarya.
Maulana, R., & Asy'ari, H. (2023). Kompetensi TPACK guru Pendidikan Agama Islam di era digital: Tantangan dan strategi pengembangan. Jurnal Pendidikan Agama Islam, 20(1), 45–63. https://doi.org/10.14421/jpai.2023.201.03
Miller, R., Shapiro, H., & Hildreth, K. (2021). Rethinking curriculum in the age of artificial intelligence: Framework for systemic change. Oxford University Press.
Mulyadi, S. (2024). Sibernetika dan pembacaan tanda-tanda ilahiah: Perspektif integrasi ilmu. Pustaka Pelajar.
Mulyadi, S., & Putri, A. (2023). Entropi kurikulum dan autopoiesis: Analisis sibernetika terhadap rigiditas kurikulum PAI. Jurnal Analisis Kebijakan Pendidikan Islam, 9(2), 112–131. https://doi.org/10.5678/jakpi.v9i2.2023
Nasution, H., & Rahayu, S. (2024). Otonomi pembelajar dalam perspektif sibernetika Islam: Antara kebebasan dan tanggung jawab spiritual. Kencana Prenada Media.
Nuraini, S., & Setiawan, B. (2023). Asesmen autentik multidimensi dalam pendidikan Islam era digital. Jurnal Evaluasi Pendidikan Islam, 8(1), 55–73. https://doi.org/10.3456/jepi.v8i1.2023
Rahman, A., & Hidayat, R. (2024). Transformasi pedagogi PAI: Dari transmisi ke transformasi di era post-truth. Jurnal Pedagogi Islam Kontemporer, 5(2), 78–95. https://doi.org/10.5678/jpik.v5i2.2024
Rahman, A., & Puspitasari, D. (2023). Blockchain for Islamic education: Securing digital credentials and learning portfolios. Journal of Educational Technology and Islamic Studies, 7(3), 201–219. https://doi.org/10.3456/jetis.v7i3.2023
Rahman, F. (2022). Epistemologi kurikulum Pendidikan Agama Islam: Dari monodisiplin menuju transdisiplin. Pustaka Pelajar.
Rahman, F. (2023). Pendidikan Islam transdisipliner: Mengintegrasikan wahyu, akal, dan data. Pustaka Pelajar.
Rahmat, A. (2023). Sibernetika pendidikan: Teori sistem dalam desain pembelajaran kontemporer. UIN Maliki Press.
Rahmawati, D. (2023). Heutagogi dan konstruktivisme dalam pendidikan Islam: Memberdayakan pembelajar otonom di era digital. Kencana Prenada Media.
Rahmawati, D., & Setiawan, B. (2022). Transformasi digital pembelajaran PAI pasca pandemi: Peluang dan tantangan epistemologis. Edukasi Islami: Jurnal Pendidikan Islam, 11(3), 789–810. https://doi.org/10.30868/ei.v11i03.2022
Santoso, B., Widodo, A., & Kurniawan, D. (2022). Envisioning civilized digital civilization: Role of Islamic education in shaping techno-sapiens Muslim. Global Journal of Islamic Civilization Studies, 9(1), 55–74. https://doi.org/10.8901/gjics.v9i1.2022
Sari, D., & Nuraini, T. (2023). Dekonstruksi oposisi biner dalam epistemologi pendidikan Islam: Perspektif post-strukturalis. Jurnal Filsafat Pendidikan Islam, 10(2), 134–152. https://doi.org/10.3456/jfpi.v10i2.2023
Sugiyono. (2023). Metode penelitian kualitatif: Untuk penelitian yang bersifat eksploratif, enterpretif, interaktif dan konstruktif (Edisi ke-5). Alfabeta.
Suryadi, T. (2022). Fitrah manusia dan pendidikan transenden: Perspektif Al-Qur'an dan sibernetika. Remaja Rosdakarya.
Syahputra, A., & Maulida, R. (2022). Etika digital Islam dan fikih teknologi: Landasan normatif interaksi manusia-mesin. Jurnal Etika dan Filsafat Islam, 6(1), 45–63. https://doi.org/10.2345/jefi.v6i1.2022
Syamsuddin, A., & Hidayati, R. (2024). Lingkungan belajar cerdas berbasis sibernetika: Peran AI sebagai asisten pembelajaran personal. Jurnal Inovasi Pendidikan Islam, 8(3), 223–242. https://doi.org/10.4567/jipi.v8i3.2024
Thompson, J., & Ibrahim, N. (2022). Ways of knowing in digital age: Bridging analog and digital epistemologies. Cambridge University Press.
Wardhana, A., & Safitri, D. (2024). Respons kurikulum PAI terhadap teknologi emerging: Blockchain, metaverse, dan brain-computer interface. Jurnal Teknologi dan Pendidikan Islam, 12(2), 167–185. https://doi.org/10.5678/jtpi.v12i2.2024
Widodo, S., Prasetyo, B., & Nuraini, T. (2021). Sibernetika dan kurikulum adaptif: Menuju sistem pendidikan Islam yang cerdas. Jurnal Kurikulum dan Teknologi Pendidikan Islam, 5(1), 22–40. https://doi.org/10.3456/jktpi.v5i1.2021
Wijaya, H. (2022). Asesmen pembelajaran digital dalam pendidikan Islam: Portofolio, proyek, dan lifelong learning. Kencana Prenada Media.
Wijayanti, S., Nugroho, A., & Rahayu, T. (2024). Rekonstruksi kurikulum Pendidikan Agama Islam berbasis TPACK untuk penguatan literasi digital. Al-Tadzkiyyah: Jurnal Pendidikan Islam, 15(1), 112–135. https://doi.org/10.24042/atjpi.v15i1.2024
Williams, R., Brown, T., & Johnson, K. (2021). Rethinking religious pedagogy for the digital generation. Palgrave Macmillan.
Yusuf, M., & Rahmawati, D. (2024). Khalifah di ruang siber: Tanggung jawab etis dan spiritual manusia dalam ekosistem digital. Jurnal Teologi dan Pendidikan Islam, 11(1), 78–96. https://doi.org/10.6789/jtpi.v11i1.2024
Zed, M. (2022). Metode penelitian kepustakaan (Edisi ke-4). Yayasan Pustaka Obor Indonesia.
Published
2026-06-26
How to Cite
Mawaddah. (2026). Deconstruction Of The PAI Curriculum Based On Technological Pedagogical Content Knowledge (TPACK) Towards Mainstreaming Islamic Cybernetics Education. International Journal of Technology and Education Research, 4(02), 1747-1767. https://doi.org/10.63922/ijeter.v4i02.4691
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