Recontextualizing Critical Pedagogy in Contemporary Islamic Religious Education: A Systematic Literature Review of Critical Consciousness, Digital Literacy, and Transformative Learning
Keywords:
critical pedagogy; Islamic Religious Education; critical consciousness; digital literacy; transformative learning; Systematic Literature Review.Abstract
This study aims to analyze the recontextualization of critical pedagogy in contemporary Islamic Religious Education (PAI), focusing on the construction of critical pedagogy, the representation of critical consciousness and digital literacy, and the synthesis of these three dimensions in shaping transformative learning. The study employs a Systematic Literature Review (SLR) method with a qualitative-interpretative approach. The literature was obtained through searches of scientific databases and relevant publication sources using the keywords critical pedagogy, Islamic education, critical consciousness, digital literacy, and transformative learning. The selection and reporting processes followed the PRISMA 2020 framework, while the analysis was conducted through thematic analysis and interpretative synthesis. The findings indicate that critical pedagogy in PAI needs to be recontextualized from a knowledge transmission paradigm toward dialogical, contextual, reflective, and praxis-oriented learning. Critical consciousness and digital literacy were found to be mutually reinforcing dimensions, with digital literacy functioning as an epistemic capacity to trace, verify, compare, and evaluate religious information. The originality of this study lies in synthesizing critical pedagogy, critical consciousness, and digital literacy into a transformative learning framework for PAI that integrates Islamic values as an ethical-spiritual orientation and praxis as a link between knowledge and action. The implications suggest that educators and curriculum developers need to strengthen learning through dialogue, problematization, reflection, digital source analysis, and contextual action. The limitation of this study lies in its dependence on the available literature, therefore, the resulting framework still requires empirical validation.
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