From Technocentric Learning to Spiritual Integration: Rethinking Innovation in Islamic Religious Education

Rifawan Efendi; Muhammad  Abu Bakar; Ipang  Sunusi; Ummay Huraira  Pranto

doi:10.54069/attaqwa.v22i2.1110

Authors

Rifawan Efendi Universitas KH Abdul Chalim, Indonesia
Muhammad Abu Bakar Government Islamia Graduate College, Chiniot, Pakistan
Ipang Sunusi Universitas KH Abdul Chalim, Indonesia
Ummay Huraira Pranto Education Discipline, Khulna University, Bangladesh

DOI:

https://doi.org/10.54069/attaqwa.v22i2.1110

Keywords:

Spiritual innovation, Islamic Religious Education, modern pedagogy, holistic learning

Abstract

The rapid transformation of contemporary education, marked by digitalization, pragmatism, and the growing dominance of cognitive-oriented learning, has contributed to the marginalization of the spiritual dimension in Islamic Religious Education (PAI). While modern PAI learning has successfully integrated innovative pedagogical approaches and digital technologies, it often fails to nurture students’ spiritual awareness as the core objective of Islamic education. This study aims to critically analyze and reconstruct the concept of spiritual innovation in modern PAI learning to ensure its relevance within current educational contexts. Employing a qualitative research design through a systematic literature review, this study synthesizes classical and contemporary Islamic educational theories, spirituality frameworks, and recent empirical findings in modern pedagogy. The analysis reveals that existing innovations in PAI are predominantly procedural and technocentric, lacking a structured integration of spirituality within instructional design. This study proposes a reconstructed model of spiritual innovation based on integrative learning, incorporating reflective practices, ethical internalization, experiential learning, and purposeful use of digital technology as a medium for spiritual engagement. The findings highlight that spirituality should not be treated as an incidental outcome but as a central pedagogical variable embedded in all stages of learning. This reconstruction contributes theoretically to the discourse on Islamic education by repositioning spirituality as the foundation of pedagogical innovation. Practically, it provides a conceptual framework for educators and curriculum developers to design holistic learning environments that foster not only cognitive competence but also deep spiritual awareness, moral integrity, and adaptive capacities among students in the modern era.

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