Transforming the Islamic Religious Education Curriculum in the Age of Artificial Intelligence: Integrating Digital Literacy, Religious Moderation, and the Pancasila Student Profile
DOI:
https://doi.org/10.51278/bpr.v6i3.2764Keywords:
Artificial Intelligence, Digital Literacy, Islamic Religious Education, Pancasila Student Profile, Religious ModerationAbstract
The rapid development of Artificial Intelligence (AI) has created new opportunities and challenges for Islamic Religious Education (IRE), particularly in adapting curriculum structures to technological advancement while maintaining religious and national values. This study aims to analyze the transformation of the IRE curriculum through the integration of digital literacy, religious moderation, and the Pancasila Student Profile in the AI era. Employing a qualitative approach through library research, this study examines scholarly journal articles, academic books, educational policy documents, research reports, and relevant publications addressing AI in education, Islamic education curriculum development, digital literacy, religious moderation, and national character formation. Sources were identified through searches of Google Scholar, Garuda, DOAJ, Scopus, and relevant national journal portals. Data were analyzed using content analysis and thematic analysis, supported by the stages of data reduction, data display, and conclusion drawing and verification. Source triangulation was employed to strengthen the credibility of the analysis. The findings indicate that IRE curriculum transformation requires the integration of three interconnected curricular dimensions. First, digital literacy should develop students’ abilities to access, evaluate, verify, and utilize digital information critically, ethically, and responsibly. Second, religious moderation should strengthen tolerance, justice, balance, and respect for diversity in digital and social environments. Third, the Pancasila Student Profile should support the development of religious commitment, critical reasoning, creativity, independence, global diversity, and collaboration. This study contributes a context-sensitive conceptual framework that connects these dimensions with responsible AI integration in Indonesian Islamic education. The framework provides a foundation for curriculum development, teacher preparation, educational policy, and future empirical research
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