Reconstructing The Islamic Education Curriculum In Islamic Boarding Schools In The Digital Era

Abstract

This study examines the reconstruction of the Islamic education curriculum in Indonesian Islamic boarding schools (pesantren) within the context of digital transformation. As traditional centers of Islamic learning, pesantren play a vital role in preserving religious values and shaping moral character. However, the emergence of the digital era has posed new pedagogical, technological, and epistemological challenges that require curriculum reform. This research employs a qualitative descriptive approach through a systematic literature review, analyzing scholarly works, policy documents, and classical Islamic educational philosophies published between 2020 and 2025. The findings reveal that curriculum reconstruction must rest upon three interrelated foundations: conceptual-philosophical, structural, and practical. Philosophically, the curriculum should be grounded in tawḥīd al-‘ilm (unity of knowledge) and ta’dīb (moral formation), ensuring that the integration of digital technology reinforces rather than undermines Islamic values. Structurally, pesantren must adopt a multidimensional model that harmonizes spiritual, intellectual, and digital competencies. This includes teacher training in digital pedagogy, development of ethical media literacy, and institutional collaboration with academic and governmental bodies. Practically, the model encourages the formation of digital murabbi—educators capable of guiding students in using technology responsibly while nurturing moral integrity. The study concludes that reconstructing the pesantren curriculum based on digital integration and character education is not merely an adaptation to technological progress but a transformative effort to reaffirm the harmony between faith, knowledge, and innovation. Such an approach will enable pesantren to sustain their identity as centers of spiritual and intellectual excellence in the 21st century.