Moodle Learning Management System as a Catalyst for Student-Centered Learning in Islamic Religious Education: A Digital Pedagogy and Character Education Perspective
DOI:
https://doi.org/10.59944/jipsi.v5i3.1556Keywords:
Moodle; Learning Management System (LMS); Student-Centered Learning (SCL); Islamic Religious Education (PAI); Digital Pedagog; Technological Pedagogical Content Knowledge (TPACK)Abstract
The exponential advancement of information and communication technology in the digital era necessitates a fundamental paradigm shift in educational practices, particularly within the context of Islamic Religious Education (PAI). This study aims to comprehensively analyze the implementation of the Modular Object-Oriented Dynamic Learning Environment (Moodle) as a Learning Management System (LMS) to facilitate Student-Centered Learning (SCL) in PAI. Employing a systematic literature review approach, this research synthesizes data from Scopus-indexed articles, national journals, as well as dissertations and theses from Indonesian Islamic higher education institutions, to explore the intersection of digital pedagogy, character education, and technological integration. The findings reveal that Moodle effectively transforms the traditional, teacher-centered PAI learning environment into an interactive, flexible, and learner-driven ecosystem. By optimizing features such as asynchronous forums, interactive quizzes, project-based assignments, and collaborative glossaries, educators can facilitate the achievement of cognitive, affective, and psychomotor competencies simultaneously.
Furthermore, the integration of Moodle significantly enhances students' critical thinking, self-regulated learning independence, and digital literacy while providing a robust platform for internalizing Islamic values and religious moderation amidst the threat of digital radicalism. This study concludes that the strategic implementation of Moodle-based SCL, supported by adequate Technological Pedagogical Content Knowledge (TPACK) among educators, systemic harmonization of national policies, and adaptive infrastructural frameworks, offers a comprehensive solution to the contemporary challenges of Islamic education, successfully bridging the gap between moral instruction and digital innovation.
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