Sources and Strategies for Developing Islamic Cultural History Instructional Materials in Madrasahs: A Systematic Literature Review
DOI:
https://doi.org/10.64420/ijitl.v3i2.645Keywords:
Islamic Cultural History, Instructional materials, Madrasah education, Digital learningAbstract
Background: Advances in information technology have driven digital transformation across education, including the subject of Islamic Cultural History (Sejarah Kebudayaan Islam / SKI) in madrasahs, which requires innovative teaching materials to remain relevant to modern learners. Objective: This article aims to analyze various sources and strategies for developing diverse, contextual, and technology-based SKI instructional materials. Method: This study employs a literature review method by collecting, coding, and synthesizing secondary data from ten published scientific journal articles. Results: Effective development of SKI instructional materials relies on integrating national curricula, implementing active learning models (such as project-based learning), utilizing digital media and gamification (e.g., Educaplay and e-learning modules), accommodating student characteristics, and applying research and development (R&D) methodologies (such as the 4D or Borg & Gall models). Conclusion: Technology-based instructional innovations and contextual approaches significantly enhance student engagement, motivation, and comprehension of Islamic historical values. This article provides theoretical and practical contributions as a reference framework for Islamic Education (PAI) teachers and madrasah curriculum developers in designing adaptive, interactive, and effective SKI materials in the digital era. Originality/Value: This review article offers comprehensive novelty in the field of Islamic education and madrasah curriculum development by synthesizing the evolving literature on sources and strategies for designing contextual, technology-based Islamic Cultural History (SKI) instructional materials, an area previously underexplored through a systematic lens. This study maps existing theoretical and methodological gaps while serving as a strategic reference that contributes to developing an adaptive instructional framework and guiding future research agendas on digital media integration in Islamic history education.
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