The Utilization of Digital Platform Based Learning as a Strategy to Enhance the Effectiveness of Islamic Religious Education Learning
Keywords:
Digital platforms, Learning effectiveness, Islamic religious education, Educational technology, Learning strategiesAbstract
Background: The rapid evolution of educational technology requires modern Islamic Religious Education to integrate digital learning platforms to maintain instructional relevance and pedagogical efficacy. Purpose: This study aims to analyze the utilization of digital platform-based learning as a pedagogical strategy to enhance the effectiveness of Islamic Religious Education. Method: This study employs a qualitative library research design using systematic literature synthesis. Secondary data were collected from 46 peer reviewed empirical and conceptual articles published between 2020 and 2026 indexed in academic databases including Google Scholar, Garuda, and ERIC. Data analysis was carried out through thematic content analysis involving data reduction, thematic clustering, and narrative synthesis. Results: Digital platforms increase student engagement, facilitate understanding of abstract religious concepts, expand access to Islamic resources, and support interactive learning. However, effectiveness depends on teachers’ digital competence, balanced time use, and consistent value mentoring. Conclusion: Digital platform-based learning functions as a viable strategy to enhance instructional quality in Islamic Religious Education when digital efficiency is harmonized with affective spiritual value internalization. Originality/Value: This study provides meaningful conceptual and pedagogical contributions to the field of Islamic education and instructional technology by synthesizing empirical evidence regarding the integration of digital platforms into religious instruction that has previously focused predominantly on general secular subjects. These findings map operational challenges, clarify the dual dynamics between digital accessibility and spiritual value internalization, and serve as a strategic reference for curriculum developers, madrasah administrators, and teacher training programs in designing twenty first century religious pedagogies.
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