DIGITAL PEDAGOGY IN ISLAMIC EDUCATION: REDEFINING LEARNING FOR GENERATION Z TEACHERS IN MADRASAH (A LITERATURE STUDY)

Husnul  Amin; Moh Aman

doi:10.48094/raudhah.v10i3.1072

Authors

Husnul Amin Sekolah Tinggi Ilmu Agama Islam Raudhatul Ulum
Moh Aman Universitas Muhammadiyah Tangerang

DOI:

https://doi.org/10.48094/raudhah.v10i3.1072

Keywords:

Digital Pedagogy; Islamic Education; Generation Z Teachers; Pedagogical Content Knowledge (PCK); Connectivism Theory.

Abstract

This study explores the transformation of Islamic education in Indonesia through the lens of digital pedagogy, focusing on how Generation Z teachers reinterpret teaching practices within madrasahs and Islamic schools. Using a qualitative descriptive research design, this research analyzes selected academic literature published between 2020 and 2025. The study is guided by three theoretical frameworks: Pedagogical Content Knowledge (PCK) by Shulman, Connectivism Theory by Siemens, and the Islamic Education Philosophy articulated by Al-Attas and Zarkasyi. The findings reveal that digital pedagogy in Islamic education is not merely a technological adaptation but a moral and intellectual recontextualization. Generation Z teachers utilize digital tools such as gamification, online collaboration, and AI-based learning to enhance student engagement while preserving Islamic values of adab, akhlaq, and hikmah. Furthermore, the study highlights that effective digital pedagogy depends on teachers’ ability to balance technological fluency with spiritual awareness. In conclusion, digital transformation in Islamic education represents an evolution toward an integrative model that unites knowledge, connectivity, and moral consciousness, ensuring that technology serves as a means of cultivating both intellect and faith.

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