Reflective Reflective digital pedagogy-based training model for Islamic Religious Education teachers to strengthen students' religious character

Abstrak

This article aims to formulate a reflective digital pedagogy-based training model for Islamic Religious Education teachers to strengthen students' religious character. The study is motivated by the need for Islamic Religious Education teachers to integrate digital technology without reducing the substance of Islamic values in learning. This article uses a conceptual literature review by examining academic sources on Islamic education, teacher competence, digital pedagogy, teacher professional development, and character education. The findings indicate that Islamic Religious Education teacher training should include Islamic value orientation, pedagogical digital literacy, reflective learning design, character-based instructional practice, and continuous evaluation. The proposed model positions Islamic Religious Education teachers as value facilitators, moral guides, and curators of religious information in digital spaces. This article contributes to the development of an adaptive, ethical, and contextually relevant teacher training model for contemporary Islamic education.