Designing Holistic Islamic Learning Design (HILD) for Islamic Religious Education in the Digital Era
DOI:
https://doi.org/10.37680/scaffolding.v7i2.10020Keywords:
Character Education, Design-Based Research, Holistic Islamic Learning Design (HILD), Islamic Digital Literacy, Islamic Religious EducationAbstract
This study aimed to develop and evaluate the Holistic Islamic Learning Design (HILD) framework as an integrative instructional model for contemporary IRE. A Design-Based Research (DBR) methodology was employed through iterative phases of needs analysis, framework design, implementation, evaluation, and refinement at SMP Muhammadiyah Al Mujahidin Gunungkidul, Yogyakarta. Data were collected through classroom observations, semi-structured interviews, questionnaires, document analysis, and expert validation, and analyzed using thematic analysis, methodological triangulation, descriptive statistics, and iterative reflection. Quantitative expert validation demonstrated a high level of content validity, with an overall mean score of 4.80/5.00 (Excellent). Dimension-specific scores included pedagogical coherence (4.82), integration of Islamic values (4.91), content relevance (4.78), Islamic digital literacy components (4.76), and assessment design (4.73), all categorized as Excellent. Qualitative findings further revealed that HILD enhanced learner engagement, reflective learning, ethical digital awareness, contextual understanding of Islamic teachings, and character formation. The resulting framework integrates five complementary dimensions Spiritual Integration, Reflective Learning, Contextual Engagement, Islamic Digital Literacy, and Character Development into a coherent pedagogical model. This study contributes a theoretically grounded and empirically validated framework that advances holistic Islamic pedagogy and provides practical guidance for curriculum innovation and future implementation across diverse educational contexts.
References
Afandi, I. (2012). Membangun Pendidikan Nasional: Masa Depan Menyongsong Tahun 2035. UPI Press.
Al-Abrasyi, M. A. (1993). Dasar-Dasar Pokok Pendidikan Islam. Bulan Bintang.
Al-Attas, S. M. N. (1991). The Concept of Education in Islam: A Framework for an Islamic Philosophy of Education. ISTAC.
Al-Attas, S. M. N. (1995). Prolegomena to the Metaphysics of Islam: An Exposition of the Fundamental Elements of the Worldview of Islam. ISTAC.
Al-Faruqi, I. R. (1982). Islamization of Knowledge: General Principles and Workplan. International Institute of Islamic Thought.
Al-Faruqi, I. R. (1992). Al-Tawhid: Its Implications for Life and Thought. International Institute of Islamic Thought.
Annur, & others. (2025). Transforming Islamic Religious Education through Digital Literacy: Integrating TPACK and SAMR Frameworks.
Azra, A. (2019). Pendidikan Islam: Tradisi dan Modernisasi Menuju Milenium Baru. Kencana.
Baharun, H. (2018). Penguatan Pendidikan Karakter melalui Pendekatan Holistic Education dalam Sistem Pendidikan Islam. Jurnal Pendidikan Islam, 6(1), 1–18. https://doi.org/10.14421/jpi.2017.61.1-18
Bates, A. W. (2015). Teaching in a Digital Age: Guidelines for Designing Teaching and Learning. BCcampus. https://doi.org/10.20391/D90907
Biesta, G. (2024). World-Centered Education: A View for the Present. Routledge.
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed.). Pearson Education.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
Hidayati & Choiriyah. (2024). TPACK-HOTS Approach in Islamic Religious Education.
Hidayat, & others. (2023). Integration of TPACK in Islamic Religious Education.
Holmes, W., Persson, J., Chounta, I.-A., Wasson, B., & Dimitrova, V. (2025). Artificial Intelligence and the Future of Teaching and Learning: Ethical Challenges and Opportunities. Computers and Education: Artificial Intelligence.
Johnson, E. B. (2002). Contextual Teaching and Learning: What It Is and Why It Is Here to Stay. Corwin Press.
Ka’anto. (2025). Digital Transformation in Islamic Religious Education: A Systematic Literature Review.
Lickona, T. (1991). Educating for Character: How Our Schools Can Teach Respect and Responsibility. Bantam Books.
Łodzikowski, K., Foltz, P. W., & Behrens, J. T. (2023). Generative AI and Its Educational Implications. https://arxiv.org/abs/2401.08659
Mas’ud, A. (2007). Menggagas Format Pendidikan Nondikotomik: Humanisme Religius sebagai Paradigma Pendidikan Islam. Gama Media.
McKenney, S., & Reeves, T. C. (2019). Conducting Educational Design Research (2nd ed.). Routledge.
Mezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, (74), 5–12. https://doi.org/10.1002/ace.7401
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). SAGE Publications.
Miller, J. P. (2007). The Holistic Curriculum (2nd ed.). University of Toronto Press.
Miller, R. (2007). What Is Holistic Education? Encounter: Education for Meaning and Social Justice, 20(3), 5–12.
Nashir, H. (2023). Islam Berkemajuan untuk Peradaban Dunia. Suara Muhammadiyah.
Noddings, N. (2013). Caring: A Relational Approach to Ethics and Moral Education (2nd ed.). University of California Press. https://doi.org/10.1525/9780520957343
OECD. (2018). The Future of Education and Skills: Education 2030. https://doi.org/10.1787/54ac7020-en
OECD. (2023). Future of Education and Skills 2030.
Perkins, M., Furze, L., Roe, J., & MacVaugh, J. (2023). The AI Assessment Scale (AIAS): A Framework for Ethical Integration of Generative AI in Educational Assessment. https://arxiv.org/abs/2312.07086
Prensky, M. (2010). Teaching Digital Natives: Partnering for Real Learning. Corwin Press.
Rahman, F. (1982). Islam and Modernity: Transformation of an Intellectual Tradition. The University of Chicago Press.
Reeves, T. C. (2006). Design Research from a Technology Perspective. In J. van den Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational Design Research. Routledge.
Romero, C., & Ventura, S. (2024). Educational Data Mining and Learning Analytics. Springer.
Saputro, A., & Fiddarain. (2025). Implementation of the TPACK Framework in Islamic Religious Education.
Selwyn, N. (2016). Education and Technology: Key Issues and Debates. Bloomsbury Academic.
Selwyn, N. (2024). Education and Technology: Key Issues and Debates (3rd ed.). Bloomsbury Academic.
Sharples, M. (2023). Towards Social Generative AI for Education: Theory, Practices and Ethics. https://arxiv.org/abs/2306.10063
Southworth, J., Migliaccio, K., Glover, J., Reed, D., McCarty, C., Brendemuhl, J., & Thomas, A. (2023). Developing a Model for AI Across the Curriculum: Transforming the Higher Education Landscape via Innovation in AI Literacy. Computers and Education: Artificial Intelligence, 4, 100127. https://doi.org/10.1016/j.caeai.2023.100127
Stommel, J. (2023). Undoing the Grade: Why We Grade and How to Stop. Hybrid Pedagogy Publishing.
Suaedi. (2016). Pengantar Filsafat Ilmu. IPB Press.
Trilling, B., & Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times. Jossey-Bass.
UNESCO. (2021). Recommendation on the Ethics of Artificial Intelligence. UNESCO.
UNESCO. (2023a). Global Education Monitoring Report 2023: Technology in Education. UNESCO.
UNESCO. (2023b). Guidance for Generative AI in Education and Research.
Wang, S., Wang, F., Zhu, Z., Wang, J., Tran, T., & Du, Z. (2024). Artificial Intelligence in Education: A Systematic Literature Review. Expert Systems with Applications, 252, 124167. https://doi.org/10.1016/j.eswa.2024.124167
Wiggins, G., & McTighe, J. (2005). Understanding by Design (2nd ed.). Association for Supervision and Curriculum Development (ASCD).
Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). SAGE Publications.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Hanasto Hanasto, Sukiman Sukiman, Zainal Arifin
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
