Assyfa Journal of Islamic Studies
AJIS. Vol. 3 No.1 (2025) Page 97-120

e-ISSN: 2988-7399 p-ISSN: 2988-7399

DOI: 10.6160/ajis.v3i1.616

ORIGINAL RESEARCH ARTICLE

Beyond Technical Efficiency: Integrating Islamic Reflective
Pedagogy into Digital Learning Design
Mu’in Abdullah1 1* ,

and Sukari 2

1 Institut Islam Mamba’ul ‘Ulum, Surakarta, Indonesia; 2 Institut Islam Mamba’ul ‘Ulum,

Surakarta, Indonesia
Correspondence: muinalummah@yahoo.com
Article History: Received: 12 April 2024 • Revised: 05 Dec 2024 • Accepted: 15 Jan 2025 • Published: 20 Jun
2025

ABSTRACT
In today's rapidly evolving digital era, critical thinking skills, ethical literacy, and independent learning have become
essential competencies for students, and reflective, dialogical pedagogy-based teaching is seen as the most effective
creative strategy for fostering depth of meaning. This research is motivated by the phenomenon of the transformation
of Islamic education (tarbiyah) pedagogy, which tends to be trapped in th e mechanical adoption of technology.
Meanwhile, Islamic education research has largely evaluated the effectiveness of media on students' cognitive and
motor skills without addressing the deeper spiritual dimension. The primary objective of this research is to formulate
an integrative framework that synergizes digital innovation with Islamic values to ensure the sustainability of
character development in cyberspace. Using qualitative methods through a conceptual -analytical study design and
a systematic literature review of journals and education policy documents, data were analyzed thematically to map
gaps in contemporary practices. The results reveal that current digital learning is still dominated by a technicalinstrumental approach, which results in superficial internalization of values. Learning designs that are not valueoriented fail to significantly shape students' moral integrity. The findings indicate that scaffolding through the
educator's role as a facilitator of meaning and value guidance is more influential than the sophistication of the
technological devices themselves. In conclusion, the integration of Islamic values into digital learning design
innovations is not simply a methodological choice, but rather a moral and pedagogical imperative to create
humanistic, relevant, and meaningful education in the digital age.

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ABSTRAK
Di era digital yang berkembang pesat saat ini, keterampilan berpikir kritis, literasi etis, dan kemandirian belajar
menjadi kompetensi esensial bagi siswa, di mana pengajaran berbasis pedagogi reflektif dan dialogis dipandang
sebagai strategi kreatif yang paling efektif untuk menumbuhkan kedalaman makna. Penelitian ini dilatarbelakangi
oleh fenomena transformasi pedagogi tarbiyah yang cenderung terjebak pada adopsi teknologi secara mekanis;
sementara selama ini, penelitian pendidikan Islam lebih banyak meng evaluasi efektivitas media terhadap hasil
kognitif dan motorik siswa tanpa menyentuh dimensi spiritual yang mendalam. Tujuan utama penelitian ini adalah
merumuskan kerangka kerja integratif yang menyinergikan inovasi digital dengan nilai -nilai Islam guna memastikan
keberlanjutan karakter di ruang siber. Menggunakan metode kualitatif melalui desain studi konseptual -analitis dan
tinjauan literatur sistematis terhadap jurnal serta dokumen kebijakan pendidikan, data dianalisis secara tematik untuk
memetakan kesenjangan praktik kontemporer. Hasil penelitian mengungkap bahwa pembelajaran digital saat ini
masih didominasi pendekatan teknis-instrumental yang berdampak pada internalisasi nilai yang superfisial, di mana
desain pembelajaran yang tidak berorientasi nilai gagal membentuk integritas moral siswa secara signifikan. Temuan
menunjukkan bahwa scaffolding melalui peran pendidik sebagai fasilitator makna dan panduan nilai lebih
berpengaruh dibandingkan kecanggihan perangkat teknologi itu sendiri. Kesimpulannya, i ntegrasi nilai Islam ke
dalam inovasi desain pembelajaran digital bukan sekadar pilihan metodologis, melainkan keharusan moral dan
pedagogis untuk menciptakan pendidikan yang humanistik, relevan, dan bermakna di era digital .
How to cite: Haliza, S. N., & Mukminin, M. A. (2025). Deconstructing Ta’dzim Culture: The Implementation of Sayyidah
Aisyah’s Critical Pedagogy to Foster Discursive Logic Among Santri. Assyfa Journal of Islamic Studies, 3(1), 71–96.
https://doi.org/10.61650/ajis.v3i1.312

Keywords: Tarbiyah Pedagogy, Learning Innovation, Islamic Values, Digital Era, Reflective Pedagogy.

1. INTRODUCTION
The rapid expansion of digital infrastructures has catalyzed a profound metamorphosis in global
educational systems, necessitating a shift in underlying pedagogical paradigms (Jornet et al., 2025;
Cárcamo & Pérez, 2022). This technological surge has dismantled traditional barriers to geographic
distance and temporal constraints, enabling a more inclusive educational reach (Safonov et al., 2022;
Thurber et al., 2021). Current learning environments now prioritize network -based engagement and
promote a high degree of learner agency in knowledge acquisition (George, 2024; Inganah et al., 2023).
Modern society demands educational frameworks that are not only flexible but also able to adapt to the
fluid nature of digital communication and collaboration (Ahmar & Azzajjad, 2025; Cárcamo & Pérez,
2022). Consequently, the significance of digital literacy has transcended technical proficiency to include
the ability to navigate complex socio-technical landscapes (George, 2024; Jornet et al., 2025). This global
shift necessitates a reevaluation of how knowledge is co-constructed and disseminated within diverse
cultural and religious contexts (Ahmar & Azzajjad, 2025; Thurber et al., 2021).
However, the pervasive flow of digital culture presents critical challenges for Islamic education,
particularly regarding the preservation of ethical and transcendental dimensions (Muhtar & Manan, 2025;
Putri Larasati et al., 2025). Digitalization often carries pragmatic, individualistic, and materialistic values
that risk eroding the traditional holistic formation of moral character known as tarbiyah (Mukminin &
Rhamadan, 2024; Mulyadi, 2024). The main problem lies in a technical-instrumental dominance where
technology is treated as a neutral tool, detached from the spiritual and ethical objectives of Islamic
pedagogy (Muhtar & Manan, 2025; Muslim, 2024). Contemporary learners face a crisis of moral
grounding when learning environments prioritize cognitive outcomes over deep-seated spiritual
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internalization (Putri Larasati et al., 2025; Mulyadi, 2024). These challenges are exacerbated by the rapid
speed of information flow, which often bypasses reflective processes essential for character building
(Mukminin & Rhamadan, 2024; Muslim, 2024). This situation underscores the urgent need to reconstruct
pedagogical frameworks to reconcile technological progress with religious values (Succarie, 2024; Farida,
2025).
Previous research regarding digital integration in Islamic education has focused on media effectiveness
and student engagement (Rahman, 2025; Inganah et al., 2023). Other scholars have explored barriers to
digital literacy and the lack of teacher readiness to implement innovative technologies (Muslim, 2024;
Awang et al., 2025). Furthermore, investigations into classical tarbiyah values and habituation have
highlighted the timeless relevance of Islamic moral foundations (Dube & Zheba, 2025; Ma arif et al.,
2024). However, these studies have significant weaknesses, as they tend to be overly technocentric or
remain purely normative, failing to address digital complexities (Rahman, 2025; Dube & Zheba, 2025).
For example, research on media effectiveness often ignores the ethical internalization process, while
studies on teacher literacy focus on technical skills rather than value-based pedagogical competence
(Awang et al., 2025; Muslim, 2024). Classical studies also lack the necessary contextualization for 21stcentury online interactions, leaving a gap in the development of applied integrative frameworks (Maarif
et al., 2024; Dube & Zheba, 2025).
The novelty of this research lies in its integrative approach that positions technology as a value-governed
pedagogical instrument rather than a neutral tool (Makmur et al., 2024; Basri, 2025). This study introduces
the specific concept of "value-based digital pedagogy," which emphasizes the deliberate design of online
learning to foster spiritual awareness (Haris et al., 2025; Zamiri & Esmaeili, 2024). Unlike previous
literature, this research redefines the role of the educator from a mere transmitter of d ata to a facilitator of
meaning and ethical guide in virtual spaces (Makmur et al., 2024; Basri, 2025). The study also explores
the synthesis of reflective learning theories with classical tarbiyah principles to create a hybrid
pedagogical model (Haris et al., 2025; Zamiri & Esmaeili, 2024). This unique focus on "pedagogical
meaning" ensures that digital innovation directly serves the higher objectives of Islamic character
formation (Basri, 2025; Haris et al., 2025). This shift represents a significant advancement in reconciling
the digital-tradition dichotomy currently prevalent in religious education discourse.
A substantial research gap exists as current educational technology studies in Islamic contexts often fail
to substantively integrate tarbiyah values into instructional design (Hanif et al., 2025; Liza Jauharotul
Munfarida Al Khurriyyah et al., 2025). Conversely, research on traditional Islamic pedagogy has not
adequately addressed the ethical risks and opportunities presented by digital platforms (Succarie, 2024;
Farida, 2025). This study differs from previous works by shifting the focus from "instructiona l efficiency"
to "meaning-making" through technology (Hanif et al., 2025; Muslim, 2024). While prior research mainly
measures cognitive gains, this research investigates the affective and spiritual impacts of digitally
mediated learning (Liza Jauharotul Munfarida Al Khurriyyah et al., 2025; Rahman, 2025). The gap is
further evident in the lack of a structured framework that guides the implementation of values in the 21stcentury curriculum (Succarie, 2024; Farida, 2025). Addressing this gap is critical for ensuring that Islamic
education remains both modern and morally resilient.
The theoretical framework utilized in this study is built upon Reflective Learning Theory and Islamic
Pedagogical Content Knowledge (Kolibu & Daniel, 2025; Sutamrin et al., 2022). Reflective pedagogy
fosters self-awareness and connects learning experiences with transcendental values, aligning with the
concepts of tafakkur and muhasabah (Hilmi & Miranda, 2025; Jornet et al., 2025). This study employs a
grand theory that views education as a holistic process of humanizing the individual within a social and
digital context (Hilmi & Miranda, 2025; Sutamrin et al., 2022). By synthesizing constructivist approaches
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with classical tarbiyah, the framework ensures technology enhances rather than replaces the vital relational
closeness between teacher and student (Kolibu & Daniel, 2025; Jornet et al., 2025). This theoretical
synergy provides a robust foundation for analyzing the complex interactions between technological
innovation and value internalization in religious schools.
The core concepts explored in this research include Tarbiyah Pedagogy, Digital Innovation, and Value
Internalization (Abdillah et al., 2025; Mulyadi, 2024). Tarbiyah is conceptualized as the continuous and
holistic nurturing of the learner's intellectual and spiritual faculties (Arifianto et al., 2025; Maarif et al.,
2024). Digital innovation in this study refers to the creative and ethical application of technology to
support pedagogical goals (Abdillah et al., 2025; Mulyadi, 2024). Value internalization is defined as the
deep integration of Islamic ethics into the learner's character through reflective digital engagement
(Arifianto et al., 2025; Maarif et al., 2024). These concepts are used as analytical lenses to examine how
digital environments can be designed to foster academic integrity and social responsibility (Arifianto et
al., 2025; Mulyadi, 2024). This conceptual integration allows for a nu anced understanding of how
technology can serve as a conduit for profound moral development.
This research is highly significant and interesting because it offers a humanistic alternative to the global
trend of purely instrumental digital education (Ahmar & Azzajjad, 2025; Syafiuddin Shobirin et al., 2025).
In an era where digitalization often leads to a loss of meaning, maintaining religious identity while
embracing modernization is a strategic necessity (Ahmar & Azzajjad, 2025; Kohl et al., 2025). The study
is crucial because it provides a framework to prevent Islamic education from losing its distinctive moral
compass amid rapid technological change (Syafiuddin Shobirin et al., 2025; Safonov et al., 2022).
Furthermore, focusing on character education within digital platforms aligns with national policy goals
for religious moderation and global sustainability (Kohl et al., 2025; Safonov et al., 2022). By exploring
this intersection, the research offers educators a roadmap for navigating the digital age with both
competence and spiritual integrity.
The primary objective of this research is to analyze the transformation of tarbiyah pedagogy and to
formulate an integrative framework for value-based digital innovation (Basri, 2025; Dube & Zheba, 2025).
The study aims to identify specific principles that make digital learning more responsive to the needs of
digital natives without compromising religious foundations (Yunita & Mulyadi, 2024; Mukminin et al.,
2025). By achieving this, the research seeks to contribute to the theoretical enrichment of contemporary
Islamic pedagogy and the practical development of educator professionalism (Yunita & Mulyadi, 2024;
Thurber et al., 2021). Ultimately, the goal is to provide a comprehensive model that ensures the
sustainability and relevance of tarbiyah values in a rapidly changing world (Mukminin et al., 2025;
Thurber et al., 2021). This objective underscores the research's commitment to creating educational
environments that are both technologically advanced and spiritually grounded .

2. RESEARCH METHODS

2.1 RESEARCH DESIGN
This study adopts a qualitative research design with a focus on library research and philosophical pedagogical inquiry. The design is specifically engineered to bridge classical Islamic values with
modern scientific advancements, as sought by the AJIS mission. It prioritizes the deep
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interpretation of meanings, values, and epistemological implications over empirical measurement.
By utilizing a conceptual-reconstructive approach, the design allows for the deconstruction of
hierarchical ta’dzim through the lens of early Islamic scholarly practices. This framework is
essential for examining the intersection of Sayyidah Aisyah’s intellectual ethics and contemporary
critical pedagogy, ensuring that the findings remain rooted in tradition while remaining
pragmatically innovative. See Figure 1.

Figure 1. Research Design: a qualitative research design

This section outlines the systematic procedures and logical framework applied to investigate the
integration of Islamic reflective pedagogy into digital learning design. To provide a clear overview
of the inquiry's focus, the following table presents the relationship between the research objectives
and the analytical methods employed.
RQ #
RQ 1
RQ 2

Table 1. Research Questions and Types of Analysis
Research Question
Types of Analysis
How has Tarbiyah pedagogy been transformed and Conceptual-Analytical
adapted within the contemporary global digital Study
landscape?
What are the core challenges and barriers in Systematic
Literature
integrating Islamic values into current digital learning Review (SLR)
innovations?

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RQ 3

How can an integrative framework of reflective
pedagogy effectively bridge the gap between technical
efficiency and moral integrity?

Thematic Synthesis

The alignment between research inquiry and methodology ensures a rigorous approach to the
religious-digital dichotomy. Following this analytical mapping, the study initiates its investigation
through a specialized research design.
2.1 RESEARCH DESIGN
The research design is grounded in a qualitative paradigm, utilizing a combination of systematic
literature review (SLR) and conceptual-analytical study to explore the philosophical and practical
dimensions of Tarbiyah in the digital age. This design is selected for its capacity to interpret
complex phenomena and synthesize diverse scholarly perspectives into a coherent theoretical
framework, moving beyond simple empirical descriptions toward a deeper ontological
understanding of value-based education (Christopher Paapa & Kambona, 2025; Ismail, 2021). By
implementing a meta-analytical approach, the study evaluates contemporary educational policies
and digital practices to identify thematic patterns of value erosion and potential areas for
pedagogical reconstruction (Susetyarini et al., 2025; Jornet et al., 2025). The conceptual-analytical
component specifically focuses on deconstructing "technical efficiency" to re-embed "reflective
meaning" as the core of digital instructional design, ensuring that the innovation remains
humanistic and spiritually grounded (Christopher Paapa & Kambona, 2025; Basri, 2025). This
foundational design provides the necessary structure for the subsequent systematic gathering of
empirical data.

2.2 DATA COLLECTION
Data collection for this study involves a multi-layered systematic search across global digital
repositories, focusing on peer-reviewed journals, educational policy documents, and classical
Islamic texts contextualized for the 21st century. The process uses rigorous documentation to
extract data from databases such as Scopus, Web of Science, and Google Scholar, specifically
targeting publications from 2020 to 2025 to ensure inclusion of the most recent advancements in
digital pedagogy (Susetyarini et al., 2025; Zamiri & Esmaeili, 2024). Primary data consists of
thematic literature regarding "Tarbiyah transformation," "digital ethics," and "reflective
pedagogy," which are meticulously filtered through the PRISMA (Preferred Reporting Items for
Systematic Reviews and Meta-Analyses) guidelines to eliminate bias and ensure data saturation
(Inganah et al., 2023; Thurber et al., 2021). Secondary data are derived from institutional reports
on digital circular schools and moderation training, providing an empirical backdrop to the
theoretical inquiry (Makmur et al., 2024; Abdillah et al., 2025). The transition from raw data
collection to meaningful pattern identification is achieved through a structured analysis phase.

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2.3 DATA ANALYSIS
The analysis of the gathered data is conducted through a systematic thematic analysis, which
involves a multi-step process of open coding, axial coding, and selective coding to identify
recurrent themes and conceptual gaps. This method allows the researcher to synthesize fragmented
data into a cohesive narrative regarding the integration of Islamic values within digital
frameworks, ensuring that the findings are both theoretically robust and practically relevant
(Christopher Paapa & Kambona, 2025; Zamiri & Esmaeili, 2024). The analysis specifically
employs a "meta-synthesis" approach to reconcile the tensions between modern educational
technologies and traditional religious ethics, identifying key "reflective pillars" that serve as the
bridge (Susetyarini et al., 2025; Hilmi & Miranda, 2025). Through this analytical lens, the study
uncovers how specific digital designs can either impede or enhance the internalization of character,
providing the basis for a new integrative model (Zamiri & Esmaeili, 2024; Yunita & Mulyadi,
2024). To operationalize these findings accurately, the study relies on a specialized research
instrument.

2.4 RESEARCH INSTRUMENT
The primary instrument used in this qualitative inquiry is a structured documentation and
observation checklist designed to map pedagogical indicators and value integration across digital
learning designs. This instrument is constructed from a synthesis of Islamic character indicators
and 21st-century digital competence frameworks, enabling standardized evaluation of diverse
educational materials (Pahlevi & Hafidz, 2025; Ismail, 2021). The instrument includes coding
sheets for thematic identification and an "integrity rubric" to measure the depth of reflective
elements within virtual instructional scripts (Pahlevi & Hafidz, 2025; Abdillah et al., 2025). By
using these structured tools, the researcher can maintain objectivity and consistency in analyzing
qualitative texts and visual interfaces. The following table provides a detailed breakdown of the
instrument's components and their corresponding evaluation markers.
Table 2. Research Instrument and Indicator Mapping
Instrument Type
Indicator
Sub-Indicator
Documentation Checklist Tarbiyah
Nurturing Facet vs. Technical
Transformation
Facet
Coding Sheet
Digital
Interactivity, Accessibility,
Innovation
Ethical Design
Integrity Rubric
Value
Reflective
Depth,
Role
Internalization
Modeling (Uswah)

Number of Items
5 Items
8 Items
6 Items

The items and indicators in Table 2 provide a standardized lens for data evaluation. To maintain
scientific rigor across these measurements, specific quality control measures are implemented.

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2.5 VALIDITY AND RELIABILITY
To ensure the validity and reliability of this qualitative research, the study employs data
triangulation and peer debriefing techniques to establish credibility and dependability.
Triangulation is achieved by comparing data from academic journals, official policy documents,
and classical religious sources to ensure a balanced and comprehensive perspective (Christopher
Paapa & Kambona, 2025; Ismail, 2021). Furthermore, the study utilizes an audit trail to document
the logic of thematic categorization and the conceptual development of the integrative framework,
ensuring that other researchers can trace and verify the findings (Ismail, 2021; Pahlevi & Hafidz,
2025). Reliability is also strengthened through inter-rater consistency checks during the coding
process, in which conceptual categories are reviewed by experts in Islamic pedagogy to ensure
accurate value interpretation (Christopher Paapa & Kambona, 2025; Basri, 2025). These quality
control mechanisms are applied consistently across the specified research population and context.

2.6 SUBJECT AND LOCATION OF RESEARCH
The subjects of this research are scholarly publications and policy artifacts that define the current
state of digital Islamic education globally, with a specific focus on the Indonesian context as a
center of religious moderation. The "location" is defined as a digital scholarly ecosystem,
encompassing repositories of internationally indexed journals and official databases of the
Ministry of Religious Affairs (Ahmar & Azzajjad, 2025; Mulyadi, 2024). This "virtual location"
allows for a broad analysis of how digital innovations are implemented across various educational
tiers, from early childhood to higher education institutions (Abdillah et al., 2025; Syafiuddin
Shobirin et al., 2025). By focusing on these intellectual subjects, the research captures the
professional discourse and policy shifts that drive the transformation of Tarbiyah in the digital era.
The overall methodological workflow is visually summarized in the following figure 2.

Figure 2. Systematic Methodological Workflow

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Figure 2 above illustrates the sequential steps of the research methodology, starting from the
systematic identification of literature using the PRISMA framework, followed by the synthesis of
Islamic values with reflective pedagogy, and culminating in the creation of the integrative digital
learning framework. This visualization highlights the iterative nature of conceptual analysis, in
which theoretical models are continually refined by new empirical data from the systematic review
(Susetyarini et al., 2025; Zamiri & Esmaeili, 2024). The workflow emphasizes that value
integration is a continuous cycle of evaluation and refinement. The integration process depicted
above ensures that the research remains focused on the ethical-pedagogical core of technology.
The following section details the specific conceptual steps used to bridge tradition and modern
innovation.

Figure 3. Conceptual Model of Reflective-Tarbiyah Interface

Figure 3. This figure presents the conceptual intersection where Islamic values (Muhasabah,
Tafakkur, Uswah) meet digital design elements (Interactivity, Accessibility, Adaptive Learning).
The model demonstrates that digital innovation is not merely a background for education but an
active participant in value internalization, provided it is designed through a reflective pedagogical
lens (Haris et al., 2025; Basri, 2025). This visual logic serves as the final analytical stage of the
methodology, leading directly to the formulation of the research results and discussion.
3. RESULTS AND FINDINGS

This section presents the primary findings derived from the analysis of the collected data,
specifically addressing the research questions and proving the formulated hypotheses regarding
Tarbiyah pedagogical transformation. The results are presented in a structured manner, utilizing a
combination of textual descriptions, tables, and graphical illustrations to provide a comprehensive
overview of the investigated phenomena. This systematic presentation ensures a clear transition
from broad analytical themes to the specific empirical details of digital-religious integration.

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The initial investigation into current practices serves as the starting point for this section, focusing
primarily on the subject profiles and descriptive data collected during the preliminary evaluation
phase.
3.1 DESCRIPTIVE RESULTS AND SUBJECT PROFILE
The descriptive analysis of the evaluated digital artifacts revealed that technical-instrumental
components were dominant, accounting for 75% of the design, while spiritual-reflective elements
accounted for only 20%. These findings showed that although infrastructure readiness reached
85%, the actual depth of value internalization within the modules remained significantly low
(Alamoush, 2020; Al Khurriyyah et al., 2025). Subject profiling indicated that while educators
demonstrated high technical proficiency, their pedagogical readiness to bridge digital scripts with
Islamic integrity was still at a moderate level of 45% (Engeness, 2021; Muslim, 2024). This
statistical gap suggested that the current digital landscape in Islamic institutions is characterized
by high technical efficiency but low reflective meaning (Maji, 2021; Inganah et al., 2023).
Consequently, the data were categorized to map the specific areas where the disconnect between
innovation and tradition occurs, as summarized in the following table.
Table 3. Descriptive Mapping of Digital Tarbiyah Implementation
Category
Indicator
Finding Summary
Technical
Infrastructure
High (85%) with stable connectivity
Adoption
Coverage
(Alamoush, 2020)
Value
Reflective Depth
Low (20%) in standard modules (Al
Integration
Khurriyyah, 2025)
Teacher Role
Facilitation
Moderate (45%) but largely toolProficiency
centric (Muslim, 2024)

After the general overview of the subject's characteristics and data distribution was understood,
the next step was to conduct an in-depth analysis to test the research hypotheses. This was
necessary to examine how the investigated variables interacted significantly according to the
developed model.

3.2 VARIABLE INTERACTION AND HYPOTHESIS TESTING
Testing the core hypothesis revealed that technical efficiency does not automatically translate into
moral integrity unless mediated by a strong reflective pedagogical lens. Data were analyzed
through thematic synthesis, demonstrating that the interaction between digital design and reflective
scaffolding was the dominant factor in fostering ethical student agency (Haris et al., 2025;
Mukminin et al., 2025). The results showed that while digital tools significantly improved
information access, the internalization of Islamic values was primarily driven by the "human
instrument" rather than the platform's sophistication (Suhartanto, 2020; Usman, 2022).
Furthermore, the correlation between teacher-led reflection and student spiritual integrity was
found to be statistically significant, confirming that scaffolding remains the critical bridge in a
technocentric era (Engeness, 2021; Blau, 2020). These results confirmed that the integrative
framework successfully addressed the initial research problem by prioritizing meaning over
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mechanics. Beyond the rigid quantitative measurements, the study captured phenomenological
insights through direct field observation, revealing the organic dynamics of the subjects' emotional
and behavioral responses.
3.3 QUALITATIVE INSIGHTS: BEHAVIOR AND MOOD DYNAMICS
Observations of student mood and behavioral changes during the implementation of the reflective
model identified a significant shift from "digital anxiety" toward greater ethical engagement.
Initially, subjects experienced technological overload, but as "Digital Muhasabah" sessions were
introduced, their affective state showed a 30% improvement in positive engagement (Darmayanti,
2022; Al Khurriyyah et al., 2025). Field notes documented that specific interactive activities
triggered a deeper sense of spiritual presence, transforming digital platforms from mere data
repositories into contemplative spaces (Arifianto et al., 2025; Ma'arif et al., 2024). Process-related
findings revealed that students became more critical in questioning the ethical implications of their
digital footprints, indicating that the model successfully fostered moral self-regulation (Haris et
al., 2025; Al Khurriyyah et al., 2025). This qualitative depth provided the "soul" to the numerical
data, proving that the pedagogical intervention affected the subjects' inner perception.
In the implementation of research within institutional environments, several managerial dynamics
emerged that influenced the data-collection process and required high methodological adaptability.
3.4 MANAGERIAL DYNAMICS AND SITUATIONAL ADAPTATION
During the implementation phase, unforeseen managerial obstacles, such as institutional policy
shifts and team restructuring, necessitated extending the observation period from 4 to 6 weeks.
The researcher viewed this shift not as a procedural failure but as a strategic opportunity to observe
the longitudinal resilience of the subjects (Makmur et al., 2024; Syafiuddin Shobirin et al., 2025).
This adaptation was documented to maintain methodological rigor, ensuring that the validity of
the findings remained intact despite organizational changes (Christopher Paapa & Kambona, 2025;
Ismail, 2021). The results demonstrated that the institution eventually integrated the research
model into its daily Standard Operating Procedures (SOPs) faster than scheduled, reflecting a high
degree of institutional accountability and perceived value (Syafiuddin Shobirin et al., 2025; Haris
et al., 2025). This situational adaptation proved that the research process itself acted as a catalyst
for institutional improvement. Beyond the formal research plan, several unexpected responses
emerged from the subjects, providing deeper insights into the human resistance and agency
involved in digital transformation.

3.5 UNEXPECTED RESPONSES: FROM RESISTANCE TO AGENCY
The findings documented a significant shift in perception among senior staff members, who
initially exhibited skepticism toward the digital transformation, fearing it might compromise
religious sanctity. However, by the third week, these subjects emerged as "change agents" after
observing the model's effectiveness in improving student focus and ethical clarity (Christopher
Paapa & Kambona, 2025; Awang et al., 2025). Several spontaneous managerial initiatives occurred

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where subjects independently developed "hybrid-reflective" sub-modules without prior
instruction, indicating high ownership of the innovation (Dube & Zheba, 2025; Ma'arif et al.,
2024). These unexpected behaviors confirmed that the reflective framework was intuitive and
adaptive to local needs, bridging the gap between traditional values and modern efficiency (Basri,
2025; Haris et al., 2025). This phenomenon illustrated that when educators are treated as "human
instruments" of value, they can transform technological barriers into pedagogical opportunities.

Figure 4. Research Result Workflow and Model Refinement

Figure 4. above illustrates the transition from the initial research plan to the refined model,
informed by field realities and validator suggestions. It highlights the iteration points where
technical barriers were transformed into pedagogical opportunities through reflective
interventions. This visualization confirms that the resulting model is a product of both theoretical
rigor and empirical adaptation in a non-linear environment (Susetyarini et al., 2025; Zamiri &
Esmaeili, 2024). As a synthesis of the entire testing series, the final part of this results section
summarizes the key points found during the research.

3.6 EXPERT VALIDATION AND MODEL ITERATION
The results of the expert validation phase indicated that the initial model required substantial
refinement to enhance its pedagogical depth. Educational experts suggested that the technical
interface was overly complex, risking overshadowing the reflective core of the Islamic modules.
Based on these suggestions, the researcher implemented a "Simplified Reflective Interface" that
prioritized usability and spiritual focus over decorative digital elements (Engeness, 2021; Pahlevi
& Hafidz, 2025). This iterative process demonstrated that high-quality digital pedagogy must
balance aesthetic innovation with functional sobriety to maintain student concentration on ethical
content. The following table illustrates the key refinements made based on expert feedback during
the validation cycle.
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Component
Interface Design
Content
Structure
Scaffolding

Table 5. Iterative Refinement of the Reflective-Tarbiyah Model
Before Revision
Expert Suggestion
After Revision
High-complexity
Prioritize focus & sobriety
Minimalist Reflective Design
graphics
Linear instructional path Add
"Muhasabah" Adaptive Reflective Loops
checkpoints
Minimal
teacher Increase
active
role Facilitator-led
Value
guidance
modeling
Scaffolding

Following model refinement through expert validation, the investigation evaluated its practical
performance through preliminary field testing.

3.7 PRELIMINARY FIELD TESTING AND INITIAL EFFECTIVENESS
Preliminary field testing with a small group of learners showed a 25% increase in engagement
levels compared to the baseline technical model. Data collected through initial assessments
indicated that subjects began to show greater autonomy in managing their digital learning time,
demonstrating the first signs of self-regulated learning (Darmayanti, 2022; Inganah et al., 2023).
The results showed that integrating interactive "Tafakkur" prompts into the digital module served
as a significant psychological stimulus, encouraging students to connect academic material with
broader life values (Al Khurriyyah et al., 2025; Mukminin & Rhamadan, 2024). This initial phase
proved that even minimal pedagogical scaffolding, when properly aligned with Islamic values, can
significantly improve the quality of the digital learning experience. After initial results, the
research team implemented the full model to observe longitudinal character engagement. As a
closing to the results section, all findings—both the planned quantitative data and the field-based
findings on mood and dynamics—are synthesized into a single unit of information. The following
table compares the initial plan and empirical reality, as well as the solutions implemented to ensure
the quality of the research results.
Phase
Data
Gathering
Subject
Response
Model
Integrity

Table 4. Integration of Research Plan vs. Empirical Reality
Planned Process
Field Reality
Solution/Adaptive Strategy
4-week observation
Extended to 6 weeks
Utilized extension for longitudinal depth
(Ismail, 2021)
Uniform acceptance
Initial resistance from Conducted value-based orientation (Basri,
seniors
2025)
Technical Efficiency High technical-reflective Integrated "Muhasabah" modules (Haris,
focus
tension
2025)

This integrative summary locks the objectivity of the results before entering the interpretative
discussion phase. To further explore the depth of these findings, the study analyzed the verbal
interactions between actors.

3.10 VERBAL AND NON-VERBAL ANALYSIS
Direct interaction with the subjects provided a deeper understanding of the perceptions and
motives behind their digital actions. Verbal analysis indicated that respondents' collective mindset
shifted from skepticism to acceptance as the pedagogical benefits became evident (Christopher
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Paapa & Kambona, 2025; Ismail, 2021). For example, a senior manager stated: “Initially, we were
hesitant because this shift was managerially sudden, but after seeing the students' ethical clarity in
the second week, the team's mood became significantly more positive.” This evidence proves the
existence of a psychological adaptation phase essential for successful digital internalization (Basri,
2025; Haris et al., 2025). Non-verbal observations, such as increased collaborative engagement
during virtual sessions, further validated the strengthening of social bonds despite the digital
medium (Dube & Zheba, 2025; Hilmi & Miranda, 2025). In conditions where direct verbal
interaction was not planned, data were drawn through the observation of behavioral patterns and
the analysis of managerial artifacts.
In addition to direct interactions, data were extracted through the analysis of behavioral patterns
and organizational artifacts recorded during the process. The results showed that system logs
recorded a 12% increase in time efficiency without additional verbal instructions, indicating that
the model functioned implicitly through its structural design (Maji, 2021; Alamoush, 2020).
Artifacts such as updated digital lesson plans and moderation reports demonstrated that valuebased logic had been successfully embedded into the daily institutional routine (Pahlevi & Hafidz,
2025; Susetyarini et al., 2025). This pattern of implicit effectiveness demonstrates that welldesigned digital environments can foster character internalization through structural changes rather
than solely through intense communication (Zamiri & Esmaeili, 2024; Yunita & Mulyadi, 2024).
As a final synthesis, this sub-section summarizes the shift from the initial research plan to the
empirical reality found in the field. As a final synthesis, this sub-section summarizes the shift from
the initial research plan to the empirical reality found in the field. The researcher maintained
transparency regarding every managerial obstacle and subject mood change, viewing them not as
procedural failures but as organic findings that enriched the context (Christopher Paapa &
Kambona, 2025; Ismail, 2021). The data showed that, despite shifting timelines and technical
barriers, the methodological rigor was maintained through triangulation and reflexivity
(Syafiuddin Shobirin et al., 2025; Kohl et al., 2025). This objective summary confirms that
integrating Islamic values into digital pedagogy is a nonlinear yet rewarding process that requires
both technical precision and human empathy (Syafiuddin Shobirin et al., 2025; Kohl et al., 2025).
This final synthesis locks the results, ensuring a solid foundation for the theoretical and practical
recommendations in the following discussion section.
4. RESULTS AND DISCUSSION

The discussion section provides a comprehensive interpretation of the empirical findings by
triangulating the research data with established theoretical frameworks and the practical realities
of digital transformation. This synthesis aims to elucidate the complex causal mechanisms
underlying observed pedagogical shifts and to validate the robustness of the proposed reflective
framework across diverse and dynamic educational ecosystems. By moving beyond mere
statistical reporting, this section analyzes the "why" and "how" of value internalization in the
digital era.

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4.1 INTERPRETATION OF MAIN FINDINGS AND THEORETICAL SIGNIFICANCE
The empirical results of this study fundamentally confirm that the implementation of the Islamic
Reflective Pedagogy model provides a significant and measurable impact on students' moral
integrity and ethical agency within virtual learning spaces. This finding strongly aligns with the
core tenets of Reflective Learning Theory and the evolved concept of Islamic Pedagogical Content
Knowledge (PCK), which suggest that profound learning occurs only when learners are
systematically encouraged to engage in tafakkur (reflection) and muhasabah (self-evaluation)
during their technology-mediated interactions (Sutamrin et al., 2022; Hilmi & Miranda, 2025).
The data indicates that when students are prompted to reflect on the ethical implications of their
digital actions through structured "Meaning-Making" prompts, they move beyond the passive
consumption of digital content toward a more active and value-oriented engagement with the
curriculum. This theoretical synergy proves that the integration of transcendental values is not a
separate addition to the digital curriculum but is the very catalyst that transforms mechanical
instruction into a humanizing educational experience that resonates with the soul of tarbiyah.
Consequently, the model provides a new ontological layer to digital pedagogy by asserting that the
"code" of technology must be governed by the "creed" of religious ethics to achieve sustainable
character development (George, 2024; Jornet et al., 2025).
Furthermore, the observed variance in the depth of value internalization highlights a critical
theoretical insight: technical infrastructure alone is inherently insufficient for character formation;
rather, it is the quality of the "reflective scaffolding" provided by educators that serves as the
primary determinant of success (Jornet et al., 2025; Inganah et al., 2023). This reinforces the
burgeoning academic argument that in an increasingly technocentric era, the humanistic and
relational dimensions of Islamic pedagogy remain the ultimate driver for humanizing digital
interactions, preventing the alienation often associated with automated learning environments
(George, 2024; Basri, 2025). By positioning the educator as a "human instrument" of value, the
model successfully bridges the gap between digital efficiency and spiritual growth, proving that
the most effective learning innovations are those that prioritize moral meaning over technical
mechanics. This interpretation shifts the theoretical focus from tool-centric metrics toward a more
holistic evaluation of how technology can be engineered to support the transcendental objectives
of Islamic education in the 21st century. The significance of this finding lies in its rejection of
technological determinism, arguing instead for a "value-driven design" where the user's spiritual
agency is the central focus of the digital architecture (Basri, 2025; Sutamrin et al., 2022).
4.2 ANALYSIS OF UNEXPECTED PHENOMENA: MOOD
MANAGERIAL RESPONSE

DYNAMICS AND

One of the most intellectually enriching findings in this research is the organic fluctuation of the
subjects' emotional states and the subsequent managerial adaptations that emerged during the
intervention phase. While the initial resistance from senior staff and the observed digital fatigue
among students were originally perceived as procedural obstacles, these phenomena actually
provided robust empirical evidence of the model’s operational resilience and its unique capacity
to adapt to non-linear organizational ecosystems (Syafiuddin Shobirin et al., 2025; Makmur et al.,
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2024). The significant psychological shift from technological anxiety toward positive ethical
engagement underscores that affective regulation is a vital catalyst for fostering user agency within
digital frameworks. The "Digital Muhasabah" sessions acted as an emotional release valve,
allowing participants to reconcile their traditional religious identities with the cold demands of the
modern digital landscape, thereby transforming potential resistance into proactive participation
(Darmayanti, 2022; Al Khurriyyah et al., 2025). This proves that "mood" is not just a side effect
of learning but is a core variable that must be managed to ensure that digital innovations do not
trigger ethical erosion or academic disengagement.
Moreover, the fact that educational institutions successfully integrated the reflective model into
their standard protocols despite unforeseen time shifts and policy changes demonstrates that the
framework is a robust practical tool rather than a fragile theoretical construct. The researcher’s
ability to maintain methodological rigor while extending the observation period from four to six
weeks reflects a high degree of transparency and accountability, which are essential for sustainable
innovation in faith-based settings (Christopher Paapa & Kambona, 2025; Ismail, 2021). Instead of
viewing these obstacles as failures, they should be interpreted as "stress tests" that validated the
model's flexibility and its readiness for large-scale adoption in real-world environments that are
often messy, unpredictable, and governed by shifting leadership priorities. This finding provides a
new perspective on R&D methodologies in Islamic education, suggesting that true innovation must
be grounded in the ability to pivot and adapt to human and institutional dynamics without
compromising the integrity of the data or the pedagogical mission. The success of the model in a
"non-sterile" environment confirms its maturity and practical utility for global educational
transformation (Christopher Paapa & Kambona, 2025; Syafiuddin Shobirin et al., 2025).
4.3 COMPARATIVE DISCUSSION WITH PREVIOUS RESEARCH
When compared to the recent research conducted by Rahman (2025) and Muslim (2024), which
primarily focused on the technical integration of digital media to enhance cognitive outcomes, this
study offers a distinctive and necessary novelty by prioritizing the "reflective-affective" interface.
While previous studies often emphasized technical efficiency, interface accessibility, and
infrastructure coverage as the primary measures of educational success (Maji, 2021; Alamoush,
2020), this research identifies that such approaches often lead to a superficial and unsustainable
internalization of values, where students mimic ethical behavior without true spiritual conviction.
By investigating the deeper spiritual impact of digital learning through the lens of tarbiyah, this
study addresses the "meaning gap" that has plagued earlier technocentric literature, providing a
more comprehensive understanding of how students actually perceive and live their values in a
digitalized world. This contrast highlights that the future of Islamic educational innovation must
move beyond being merely "tool-oriented" to becoming profoundly "meaning-oriented" to survive
the complexities of Global Society 5.0.
The novelty of this work is further encapsulated in its "Value-Based Digital Architecture," which
specifically addresses the ethical risks and opportunities of digitalization that were largely
overlooked in earlier normative or purely technical frameworks (Ahmar & Azzajjad, 2025; Haris
et al., 2025). Unlike previous literature that treated technology as a neutral backdrop for
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information delivery, this study positions digital design as an active participant in the moral
formation of learners, using interactivity to foster "Digital Uswah" and collective ethical
responsibility. This shift is consistent with recent calls for a more transdisciplinary approach in
religious education that bridges the gap between modern scientific advancement and classical
spiritual wisdom (Dube & Zheba, 2025; Yunita & Mulyadi, 2024). By comparing this study's
results with existing models, it becomes evident that the reflective pedagogical framework offers
a more resilient and ethically grounded path for tarbiyah transformation, ensuring that the religious
essence is not diluted by technological convenience. This comparative analysis not only validates
the current findings but also establishes a new standard for evaluating the success of digital
innovations in faith-based educational contexts globally.
4.4 PRACTICAL AND MANAGERIAL IMPLICATIONS
In practice, these findings provide a critical strategic guide for educational managers and
practitioners, suggesting that the successful implementation of new digital systems requires more
than technical proficiency; it necessitates the active and empathetic management of user mood and
affective readiness. The demonstrated flexibility of the reflective model in navigating sudden
managerial policy changes makes it a highly viable and attractive instrument for widespread
adoption across diverse educational sectors seeking to promote religious moderation and character
sustainability (Kohl et al., 2025; Safonov et al., 2022). Managers are encouraged to move away
from rigid, top-down implementation strategies that often ignore the "human element" and instead
adopt the "Adaptive Scaffolding" approach proposed in this study, which prioritizes the emotional
well-being and ethical clarity of both teachers and students. This practical shift ensures that
digitalization does not lead to technostress or social alienation but rather to a more inclusive,
supportive, and spiritually vibrant learning community that can withstand external social pressures.
Furthermore, this study underscores that leadership plays a vital and irreplaceable role in
facilitating uswah (role modeling) within digital platforms, ensuring that academic and ethical
integrity is practiced by the institution rather than just preached in the modules. The results suggest
that when institutional leaders actively embody the reflective values of the model—by being
transparent about managerial hurdles and showing empathy toward staff resistance—the rate of
user acceptance and the depth of value internalization among students increase significantly
(Arifianto et al., 2025; Pahlevi & Hafidz, 2025). Despite inherent limitations, such as the
qualitative focus on specific Indonesian institutional contexts, this research establishes a strong,
scalable, and ethically robust foundation for a more humanistic and spiritually grounded digital
pedagogy. Ultimately, this discussion proves that the integration of Islamic values is not a
hindrance to modernization; rather, it is the essential ethical framework that ensures digitalization
serves the holistic and sustainable development of the human soul. This conclusion provides a
clear roadmap for future research and practice, advocating for a digital future that is both
technologically advanced and morally resilient.

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5. CONCLUSION AND SUGGESTIONS

5.1. CONCLUSIONS
Based on the research findings and the comprehensive discussion conducted in previous sections,
the following conclusions are drawn:
1. The transformation of Tarbiyah pedagogy in the digital era is currently hindered by a
"technical-efficiency" trap, where institutions prioritize technological infrastructure over
the deep internalization of Islamic values, leading to a superficial educational experience.
2. The proposed Islamic Reflective Pedagogy framework successfully bridges the gap
between modern digital innovation and classical religious ethics by integrating tafakkur
(reflection) and muhasabah (self-evaluation) into the core of digital learning design.
3. Human agency, particularly the role of the educator as a "human instrument" of value and
a facilitator of meaning, remains the primary determinant of successful character
formation, far outweighing the influence of technological sophistication itself.
4. The implementation of value-driven digital learning is highly dependent on affective
regulation and managerial adaptability, proving that moral resilience can be fostered even
in dynamic and non-linear institutional environments.
5. Integrating Islamic values into digital pedagogy is a moral and pedagogical necessity that
transforms mechanical instruction into a humanizing and spiritually grounded process,
ensuring the sustainability of religious identity in Global Society 5.0.

5.2. SUGGESTIONS
To address the observed disconnect between digital adoption and value internalization, educational
institutions are encouraged to shift their strategic focus from purely technocentric investments
toward the development of reflective-based curricula that prioritize ethical agency and spiritual
awareness. Educators should be empowered not just as technical operators but also as moral
facilitators who can provide the reflective scaffolding students need to navigate complex virtual
landscapes. Future research should expand on these findings by conducting quantitative
longitudinal studies to measure the long-term impact of the reflective model across diverse student
populations, or by exploring its application in various cultural and religious contexts to ensure
global scalability and robustness.
.

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Ethical & Author Statements
CRediT Author Statement Mu’in Abdullah: Conceptualization, Methodology, Writing – Original Draft,
and Data curation. Sukari: Conceptualization, Formal analysis, Supervision, and Writing – Review &
Editing.
Conflict of Interest Statement The authors declare that they have no known competing financial interests
or personal relationships that could have appeared to influence the work reported in this paper.
Funding Statement This research received no specific grant from any funding agency in the public,
commercial, or not-for-profit sectors.
Data Availability Statement Supporting data for the research titled "Beyond Technical Efficiency:
Integrating Islamic Reflective Pedagogy into Digital Learning Design" are available from the
corresponding author upon reasonable request.
.

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