Integrasi Pembelajaran Digital dan Moderasi Beragama dalam Pendidikan Agama Islam

Abstract

Digital transformation is reshaping Islamic Religious Education (PAI) in Indonesia, but it is also amplifying risks such as misinformation, polarization, and rigid religious narratives. This study examines how digital learning can be aligned with religious moderation to strengthen inclusive and character-based PAI. Using a systematic literature review of peer-reviewed studies (2020–2025) and key policy documents, this analysis synthesizes evidence on technology integration, moderation indicators, and learning outcomes. The findings suggest that technology-enhanced PAI—through learning management systems, multimedia, and online discussions—can increase engagement and access if guided by moderation indicators (national commitment, tolerance, non-violence, and local cultural accommodation) and reinforced by digital literacy. However, implementation remains hampered by uneven teacher TPACK (Teacher Competency Assessment), limited instructional design capacity, and assessment practices that still prioritize memorization over critical reflection. This article proposes a practical model for PAI digital learning that integrates moderation indicators into learning objectives, activities, and assessments, emphasizing reflective dialogue, context-based interpretation, and ethical digital citizenship. This model offers implications for teacher professional development, curriculum design, and institutional policies to ensure that digital PAI contributes to peaceful religiosity and resilient student character.