Reconstruction of Integrative Islamic Education in the Society 5.0 Era: Curriculum Development, Learning Technology, and Qur’anic Values-Based Religious Assessment

Abstrak

This study examines the reconstruction of integrative Islamic education in the Society 5.0 era through the development of curriculum, learning technology, and Qur’anic-based religious assessment at MTs Al-Khoirot Malang. The rapid advancement of digital technology has encouraged Islamic educational institutions to reform pedagogical practices while maintaining Qur’anic values as the ethical foundation of education. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, classroom observations, and documentation involving school leaders, Islamic education teachers, curriculum coordinators, and students. The data were analyzed using the interactive model of data reduction, data display, and conclusion drawing. The findings reveal that the madrasah reconstructed its educational system through the integration of diniyah and digital curricula, the implementation of Qur’anic character-based learning, the utilization of digital media and hybrid learning models, and the development of holistic religious assessments covering spiritual, moral, and cognitive dimensions. The study also demonstrates that technology in Islamic education functions not merely as an instructional tool but as a medium for strengthening ethical awareness and religious character formation. The major novelty of this research lies in the formulation of an integrative Qur’anic digital pedagogy model that combines Islamic values, technological adaptation, and holistic religious assessment within contemporary Islamic education.