Instructional Model for Multicultural Islamic Education in Digital High Schools : Systematic Literature Review
DOI:
https://doi.org/10.51278/aj.v7i1.2596Keywords:
Islamic Religious Education, multiculturalism, digital polarization, critical digital literacy, secondary schoolAbstract
This study aims to examine the urgency, identify the challenges, and reformulate (reframe) multicultural Islamic Religious Education (PAI) in the context of secondary school learning in facing the phenomenon of digital polarization. The approach used is a systematic literature review (SLR) with conceptual-thematic analysis based on the PRISMA framework of 21 selected articles that specifically focus on the context of secondary education, gathered from the Scopus database within the period 2016–2026. This study is also reinforced by fundamental literature related to Islamic education, multiculturalism, digital literacy, and algorithmic culture. The results reveal three main findings. First, digital polarization not only causes fragmentation of religious discourse but also drives a shift in authority to the digital space and strengthens tendencies toward exclusivism, thus requiring a reorientation of PAI towards dialogical, reflective, and inclusive learning. Second, the development of multicultural PAI faces multidimensional challenges that include epistemological aspects (the dominance of textual-doctrinal approaches), pedagogical aspects (limited critical digital literacy and teachers’ dialogical capacities), as well as structural aspects (the influence of algorithmic culture that creates echo chambers and cognitive biases). Third, a comprehensive strategy is needed, encompassing the reconstruction of the PAI paradigm, the development of an integrative curriculum based on multiculturalism and critical digital literacy, the design of dialogical-participatory learning, the strengthening of teacher competencies, and cross-stakeholder collaboration. This study produces an integrative and adaptive instructional design model for multicultural PAI, covering components of learning challenges, instructional interventions, stages of the learning process, as well as learning outcomes and assessments. This model provides practical contributions as an operational framework for the development of PAI curriculum and learning design that is responsive to the dynamics of digital polarization.
References
Achruh, A., Rapi, M., Rusdi, M., & Idris, R. (2024). Challenges and opportunities of artificial intelligence adoption in Islamic education in Indonesian higher education institutions. International Journal of Learning, Teaching and Educational Research, 23(11), 423–443.
Aderibigbe, S. A., Idriz, M., Alzouebi, K., AlOthman, H., Hamdi, W. B., & Companioni, A. A. (2023). Fostering tolerance and respect for diversity through the fundamentals of Islamic education. Religions, 14(2), 212.
Awang-Hashim, R., Kaur, A., & Valdez, N. P. (2019). Strategizing inclusivity in teaching diverse learners in higher education. Malaysian Journal of Learning and Instruction, 16(1), 105–128.
Banks, J. A. (2004). Handbook of research on multicultural education. Wiley.
Banks, J. A. (2008). An Introduction to Multicultural Education. Pearson.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Campbell, H. (2013). Digital religion: Understanding religious practice in new media worlds. Routledge.
Campbell, H. A., & Tsuria, R. (2021). Digital Religion: Understanding Religious Practice in Digital Media. Routledge.
Castells, M. (2011). The Rise of the Network Society. John Wiley & Sons.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE.
Dalimunthe, M. A., Pallathadka, H., Muda, I., Manoharmayum, D. D., Shah, A. H., Prodanova, N. A., Mamarajabov, M. E., & Singer, N. (2023). Challenges of Islamic education in the new era of information and communication technologies. HTS Teologiese Studies / Theological Studies, 79(1). https://doi.org/10.4102/hts.v79i1.8608
Eraku, S. S., Baruadi, M. K., Anantadjaya, S. P., Fadjarajani, S., Supriatna, U., & Arifin, A. (2021). Digital Literacy and Educators of Islamic Education. Edukasi Islami: Jurnal Pendidikan Islam, 10(01), 569–576. https://doi.org/10.30868/ei.v10i01.1533
Evolvi, G. (2018). Blogging my religion: Secular, Muslim, and Catholic media spaces in Europe. Routledge. https://www.taylorfrancis.com/books/mono/10.4324/9780203710067/blogging-religion-giulia-evolvi
Evolvi, G. (2022). Religion and the internet: Digital religion, (hyper)mediated spaces, and materiality. Zeitschrift Für Religion, Gesellschaft Und Politik, 6(1), 9–25. https://doi.org/10.1007/s41682-021-00087-9
Hanafi, A. H. (2022). Metode Penelitian Bahasa untuk Penelitian, Tesis, dan Disertasi. Diadit Media Press.
Hanafi, Y., Murtadho, N., & Ikhsan, M. A. (2020). Reinforcing Public University Student’s Worship Education by Developing and Implementing Mobile-Learning Management System in the ADDIE Instructional Design Model. International Journal of Interactive Mobile Technologies, 14(2). https://www.researchgate.net/profile/Yusuf-Hanafi/publication/339151162_Reinforcing_Public_University_Student’s_Worship_Education_by_Developing_and_Implementing_Mobile-Learning_Management_System_in_the_ADDIE_Instructional_Design_Model/links/5e438d74299bf1cdb92105e6/Reinforcing-Public-University-Students-Worship-Education-by-Developing-and-Implementing-Mobile-Learning-Management-System-in-the-ADDIE-Instructional-Design-Model.pdf
Hanafi, Y., Murtadho, N., Ikhsan, M. A., Diyana, T. N., & Sultoni, A. (2019). Student’s and Instructor’s Perception toward the Effectiveness of E-BBQ Enhances Al-Qur’an Reading Ability. International Journal of Instruction, 12(3), 51–68.
Hefner, C. (2022). Morality, religious authority, and the digital edge: Indonesian Muslim schoolgirls online. American Ethnologist, 49(3), 359–373. https://doi.org/10.1111/amet.13088
Howard, P. N., Neudert, L.-M., Prakash, N., & Vosloo, S. (2021). Digital misinformation/disinformation and children. UNICEF. Retrieved on February, 20, 2021.
Jubba, H., Awang, J., Qodir, Z., Hannani, & Pabbajah, M. (2022). The contestation between conservative and moderate Muslims in promoting Islamic moderatism in Indonesia. Cogent Social Sciences, 8(1), 2116162. https://doi.org/10.1080/23311886.2022.2116162
Khoeriyah, Y., Ruswandi, U., & Erihadiana, M. (2022). Pendidikan multikultural: Konsepsi, urgensi dan relevansinya dalam manajemen pendidikan islam di indonesia | JIIP - jurnal ilmiah ilmu pendidikan. JIIP (Jurnal Ilmiah Ilmu Pendidikan), 5(7), 2523–2532. https://doi.org/DOI:%20https://doi.org/10.54371/jiip.v5i7.708
Lawson, T. K., Knox, J., Romero, E., Molina Palacios, A., & Fallon, L. M. (2024). Check yourself! Exploring current culturally responsive teaching assessment measures. Psychology in the Schools, 61(6), 2649–2667. https://doi.org/10.1002/pits.23189
Memon, N. A., Chown, D., & Alkouatli, C. (2021). Descriptions and enactments of Islamic pedagogy: Reflections of alumni from an Islamic Teacher Education Programme. Pedagogy, Culture & Society, 29(4), 631–649. https://doi.org/10.1080/14681366.2020.1775687
Mintasih, D., Sukiman, S., & Purnama, S. (2024). Integration of digital technology in islamic religious education learning: A qualitative study on teachers’ competence and implementation models in secondary schools. Jurnal Pendidikan Islam, 13(1), 85–96.
Mu’ti, A. (2023). Pluralistic Islamic Religious Education: A Vision for Indonesia. The Review of Faith & International Affairs, 21(2), 121–127. https://doi.org/10.1080/15570274.2023.2200280
Nieto, S. (2017). Re-imagining multicultural education: New visions, new possibilities*. Multicultural Education Review, 9(1), 1–10. https://doi.org/10.1080/2005615X.2016.1276671
Noe, W., Abdullah, O. M., Tanshzil, S. W., Pangalila, T., Bunta, A., & Sarina, S. (2026). Integrated Multicultural-Inclusive-Peace-Islamic Pedagogy: An Empirical Model of Value Internalization in an Indonesian Islamic School. Frontiers in Education, 11, 1760579. https://www.researchgate.net/profile/Abd-Bunta/publication/403499784_Integrated_multicultural-_inclusive-peace-Islamic_pedagogy_an_empirical_model_of_value_internalization_in_an_Indonesian_Islamic_school/links/69d06a493c61894306739145/Integrated-multicultural-inclusive-peace-Islamic-pedagogy-an-empirical-model-of-value-internalization-in-an-Indonesian-Islamic-school.pdf
Nortvedt, G. A., Wiese, E., Brown, M., Burns, D., McNamara, G., O’Hara, J., Altrichter, H., Fellner, M., Herzog-Punzenberger, B., Nayir, F., & Taneri, P. O. (2020). Aiding culturally responsive assessment in schools in a globalising world. Educational Assessment, Evaluation and Accountability, 32(1), 5–27. https://doi.org/10.1007/s11092-020-09316-w
O’Grady, K., & Jackson, R. (2020). ‘A touchy subject’: Teaching and learning about difference in the religious education classroom. Journal of Beliefs & Values, 41(1), 88–101. https://doi.org/10.1080/13617672.2019.1614755
Potter, W. J. (2019). Seven Skills of Media Literacy. SAGE Publications. https://books.google.com/books
Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. JRC Publications Repository. https://doi.org/10.2760/178382
Sahin, A. (2018). Critical issues in Islamic education studies: Rethinking Islamic and Western liberal secular values of education. Religions, 9(11), 335.
Seiple, C., & Hoover, D. R. (2021). A Case for Cross-Cultural Religious Literacy. The Review of Faith & International Affairs, 19(1), 1–13. https://doi.org/10.1080/15570274.2021.1874165
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039
Suhilmiati, E., Hanika, I. M., Hardiyanti, N. R., Jejen, A., & Sutiapermana, A. (2024). The Role of Digital Literacy in Islamic Religious Education Learning in the Technology Era at MAN 3 Banyuwangi. International Journal of Educational Research Excellence, 3(1), 313–320. https://doi.org/10.55299/ijere.v3i1.832
Suyanto, B., Sirry, M., & Sugihartati, R. (2022). Pseudo-Radicalism and the De-Radicalization of Educated Youth in Indonesia. Studies in Conflict & Terrorism, 45(2), 153–172. https://doi.org/10.1080/1057610X.2019.1654726
Unstad, L., & Fjørtoft, H. (2021). Disciplinary literacy in religious education: The role and relevance of reading. British Journal of Religious Education, 43(4), 434–442. https://doi.org/10.1080/01416200.2020.1754164
Von Brömssen, K., Ivkovits, H., & Nixon, G. (2020). Religious literacy in the curriculum in compulsory education in Austria, Scotland and Sweden—A three-country policy comparison. Journal of Beliefs & Values, 41(2), 132–149. https://doi.org/10.1080/13617672.2020.1737909
Walker, N. C., Chan, W. Y. A., & McEver, H. B. (2021). Religious Literacy: Civic Education for a Common Good. Religion & Education, 48(1), 1–16. https://doi.org/10.1080/15507394.2021.1876508
Zed, M. (2008). Metode Penelitian Kepustakaan. Yayasan Pustaka Obor Indonesia.
Zuhri, H., & Pabbajah, M. (2026). The distortions of Aqidah on digital platforms to raise the Islamic populism. Cogent Arts & Humanities, 13(1), 2609316. https://doi.org/10.1080/23311983.2025.2609316
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Sukma Eka Saputra, Mambaul Ngadhimah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
