Pendidikan Agama Islam Berwawasan Global Sebagai Paradigma Respon Terhadap Globalisasi Dan Digitalisasi
DOI:
https://doi.org/10.36312/hngvpx30Keywords:
PAI Berwawasan Global, Globalisasi dan Digitalisasi, Paradigma Pembelajaran AdaptifAbstract
Penelitian ini bertujuan merumuskan paradigma Pendidikan Agama Islam (PAI) berwawasan global-transformatif yang mengintegrasikan spiritualitas kontekstual, literasi digital etis, dan kompetensi reflektif. Studi terdahulu menunjukkan tiga keterbatasan utama: (1) fokus normatif pada pelestarian nilai tanpa refleksi adaptif, (2) adopsi teknologi tanpa kajian etis dan spiritual, dan (3) fragmentasi antara kajian nilai dan kompetensi global, sehingga belum ada model konseptual yang menghubungkan ketiga ranah tersebut secara simultan. Penelitian ini mengisi research gap tersebut dengan menawarkan kerangka konseptual yang memandang PAI sebagai ruang dialektika antara nilai keislaman, teknologi, dan keterampilan berpikir kritis, bukan sebagai entitas terpisah. Analisis literatur primer dan sekunder (2019–2024) menunjukkan bahwa integrasi teknologi digital dalam pembelajaran PAI, pembaruan kurikulum abad ke-21, dan dampak globalisasi terhadap identitas keislaman generasi muda masih jarang dikaitkan dengan dimensi reflektif-spiritual secara sistemik. Paradigma global-transformatif yang diusulkan memperluas wacana epistemologi pendidikan Islam dengan menegaskan literasi digital sebagai bagian integral dari integrasi ilmu dan nilai, sekaligus menawarkan arah praktis bagi pengembangan kurikulum dan strategi pembelajaran yang adaptif, etis, dan kontekstual. Temuan ini memiliki implikasi teoretis bagi kerangka akademik PAI dan implikasi praktis bagi guru, lembaga pendidikan, serta kebijakan pendidikan Islam di era Society 5.0.
Global-Minded Islamic Religious Education as a Response Paradigm to Globalization and Digitalization
Abstract
This study aims to formulate a global-transformative paradigm for Islamic Religious Education (PAI) that integrates contextualized spirituality, ethical digital literacy, and reflective competence. Previous studies reveal three main limitations: (1) a normative focus on preserving values without adaptive reflection, (2) the adoption of technology without ethical and spiritual considerations, and (3) fragmentation between value studies and global competence, leaving a gap in conceptual models that simultaneously link these three domains. This research addresses this research gap by proposing a conceptual framework that views PAI as a dialectical space where Islamic values, technology, and critical thinking skills mutually shape one another, rather than functioning as separate entities. Analysis of primary and secondary literature (2019–2024) indicates that the integration of digital technology in PAI, 21st-century curriculum updates, and the impact of globalization on Islamic identity are rarely connected to reflective-spiritual dimensions systematically. The proposed global-transformative paradigm extends the discourse on Islamic educational epistemology by positioning digital literacy as an integral part of the integration between knowledge and values, while also offering practical guidance for curriculum development and adaptive, ethical, and contextual teaching strategies. These findings have theoretical implications for academic frameworks in PAI and practical implications for teachers, educational institutions, and Islamic education policy in the era of Society 5.0.
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