Merancang Model Integratif Pembelajaran Digital Pendidikan Agama Islam Berbasis Teknologi Web Berlandaskan Konstruktivisme

A Systematic Literature Review

Abstract

Digital transformation has driven a paradigm shift in Islamic Religious Education (IRE) toward more flexible, interactive, and learner-centered learning. Various studies have developed web-based media and applied constructivist approaches in PAI instruction. However, these studies are generally conducted in isolation and have not yet produced a learning model that systematically integrates constructivist principles with the use of web technology. This study aims to design an integrative model for web-based digital learning in Islamic Religious Education grounded in constructivism through a Systematic Literature Review (SLR). This study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. The literature search was conducted via Google Scholar, covering publications from 2019 to 2026, using a combination of keywords related to Islamic Religious Education, digital learning, web technology, and constructivism. Based on the processes of identification, screening, eligibility assessment, and bibliographic verification, 17 articles that met the criteria for analysis were identified. The data were analyzed using thematic synthesis through a process of coding, theme clustering, and conceptual synthesis. The research findings identified nine main themes: activation of prior knowledge, guided exploration, collaborative knowledge construction, scaffolding, authentic learning, reflection and internalization of values, web-based technology as a pedagogical support system, authentic assessment, and readiness for implementation. The synthesis of these themes resulted in an integrative model consisting of six learning syntaxes: orientation and activation; guided exploration; collaborative construction; elaboration and application; reflection and internalization; and assessment and follow-up. The proposed model positions web-based technology not merely as a medium for delivering content, but as a learning ecosystem that supports knowledge construction, collaboration, reflection, and authentic assessment in accordance with the characteristics of Islamic Religious Education (IRE) learning. This model is a conceptual framework that can serve as a foundation for future research, development, and empirical testing in various IRE learning contexts.