Optimizing digital technologies in Sharia-compliant education: a contextual model for ICT integration in Aceh’s madrasahs
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Abstract
The utilization of digital technology has become pivotal in enhancing the quality of education, particularly in madrasahs, which play a crucial role in shaping students' character and competencies. This study explores the optimization of digital technology for the development of madrasah students through innovative learning and nurturing practices within the Sharia-compliant context of Aceh. A qualitative descriptive method was employed to collect and analyze data through interviews, observations, and document analysis, supported by a quantitative approach using a modified MOORA method to objectively evaluate visual learning components. The qualitative analysis involved coding, thematic categorization, and data triangulation to identify patterns in technology-based learning practices and their integration with Islamic values. The quantitative phase normalized decision matrix values and computed preference scores to rank alternative visual designs. Findings reveal that digital technology enhances teacher-student interaction, supports adaptive learning, and strengthens parental engagement, all while upholding Islamic principles. The study emphasizes the need for teacher training, Islamic-based digital content, and policy support to ensure sustainable and Sharia-compliant technology adoption in Aceh's madrasahs.
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How to Cite
Jihad, A. . (2025) “Optimizing digital technologies in Sharia-compliant education: a contextual model for ICT integration in Aceh’s madrasahs”, Jurnal Mantik, 9(2), pp. 389-400. doi: 10.35335/mantik.v8i6.6601.
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Supardii & Hakim. (2021). Hakim. Investigation of the Digital Competence of Madrasah Teachers During the COVID-19 Pandemic. Jurnal Pendidikan, 13(3), 2335-2342.
Syukri & Rosyad. (2025). Integrating Modern Technology in Islamic Religious Education: Challenges and Opportunities for Teachers. The Journal of Academic Science, 2(4), 1148-1156.
Zahraini et al. (2025). Islamic Education Reform in the Digital Age: Challenges and Opportunities for a Modern Curriculum. Journal of Noesantara Islamic Studies, 2(1), 1-11.
Afdawaiza et al. (22024). Islamic Banks in the digital age: balancing innovation with Sharia principles. IKONOMIKA,, 32-50.
Ahmad et al. (2024). Gamification in the Halal context: theory and potentials. In Solving Halal Industry Issues Through Research in Halal Sciences. Singapore: Springer Nature.
al, M. e. (2023). Cross-sectional research: A critical perspective, use cases, and recommendations for IS research. International Journal of Information Management, 70, 102625.
Althubyani et al. (2025). Digital competence of teachers and the factors affecting their competence level: A nationwide mixed-methods study. Sustainability, Sustainability.
Amza. ((2022).). Supporting Modern Teaching in Islamic Schools: Pedagogical Best Practice for Teachers. New York: Routledge.
Basith et al. (2025). Enhancing Arabic Speaking Skills: The Potential of Gamification in Reducing Language Anxiety. Arabiyatuna: Jurnal Bahasa Arab,, 9(1), 289-306.
Dalimunthe & Riza. (2025). Islamic Theological Perspectives on Human Rights: Bridging the Gap between Faith and Universal Principles. Pharos Journal of Theology, 106(2).
Elbanna. (2015). Elbanna, Mariam. "Islamic Education Models: A Bibliometric Analysis of Challenges and Prospects." Solo Universal Journal of Islamic Education and Multiculturalism 3, no. 01 (2025): 11-26. Solo Universal Journal of Islamic Education and Multiculturalism, 01 (2025): 11-26.
Falloon. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational technology research and development. Educational technology research and development, 68(5), 2449-2472.
Gadi. (2025). Gadi, G. U. A. (2025). The Relationship between Child Maltreatment, Religiosity, and Adult-onset Anxiety and Depressive Disorders among Participants in the Saudi National Mental Health Survey (SNMHS) (Doctoral dissertation, University of Washington). Washington: University of Washington.
Haniffah et al. (2023). Development and validation of a performance measurement system based on Islamic principles. Heliyon, 9(5).
Huda et al. (2022). Digital Learning and Islamic Pedagogy in Southeast Asia: A Mixed-Methods Inquiry. Heidelberg, Jerman.: Springer.
Hutagaluh et al. (2020). How the research skills development framework may be useful for Indonesian higher education learning practice. Nahdatul: Jurnal Manajemen Pendidikan Islam, 5(3), 347-3.
Manyeredzi & Mpofu. (2024). Smartphones as digital instructional interface devices. The teacher’s perspective. Research in Learning Technology, 30.
Mardatillah et al. (2025). Integrating Islamic Educational Values in Higher Education: A Framework for Social Cohesion and Peacebuilding in Aceh. Marda Journal of Peacebuilding & Development, 15423166251342683.
Mohd et al. (2022). Islamic workplace spirituality influence on the organizational effectiveness of Indonesian States' Islamic Higher Education Institutions. Equity in Education & Society, 1(1), 142-162.
Muslim. (2024). Internalizing Digital Technology in Islamic Education. Scaffolding. Jurnal Pendidikan Islam dan Multikulturalisme, , 6(3), 180-197.
Mustafa et al. (2025). The Implementation and Challenges Impact of E-Learning Among Asnaf Students in Perlis: Analyzing using SPSS AMOS. Journal of Advanced Research Design, 135.
Nursaid et al. (2024). Nursaid, N., Haanurat, A. I., Bakhri, S., & Rahman, A. (2024). Exploring the Shari'ah economic learning model through virtual learning: Initiatives and challenges. Assyfa Journal of Islamic Studies, 2(2), 141-150.
Nursaid, et al. (2024). Nursaid, N., Haanurat, A. I., Bakhri, S., & Rahman, A. (2024). Exploring the Shari'ah economic learning model through virtual learning: Initiatives and challenges. Assyfa Journal of Islamic Studies, 2(2), 141-150.
Purwowidodo & Zaini. (2024). Purwowidodo, A., & Zaini, M. (2024). Developing a Value-Based Moderate Islamic Education Model: A Case Study of Pesantren Sidogiri Pasuruan. Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies), , 12(1), 43-62.
Rijal et al. (2025). Digital Innovation in Islamic Religious Education: A Study of Madrasah Aliyah in Banda Aceh. Sinthop: Media Kajian Pendidikan, Agama, Sosial dan Budaya, 4(1), 181-189.
Rijal et al. (2025). Digital Innovation in Islamic Religious Education: A Study of Madrasah Aliyah in Banda Aceh. Sinthop: Media Kajian Pendidikan, Agama, Sosial dan Budaya, 4(1), 181-189.
Rohman & Rani. (2025). Analysis of Digital Transformation in Madrasas: A Case Study of the Implementation of the Jelajah Ilmu Platform at MIN 6 Banda Aceh City. Islamic education management international conference, (Vol. 1, No. 1, pp. 65-79).
Rohman & Rani. (2025). Analysis of Digital Transformation in Madrasas: A Case Study of the Implementation of the Jelajah Ilmu Platform at MIN 6 Banda Aceh City. In Proceedings: Islamic education management international conference (pp. Vol. 1, No. 1, pp. 65-79). Banda Aceh: Usk.
Sacre et al. (2023). The effect of research on the perceived quality of teaching: a cross-sectional study among university students in Lebanon. BMC Medical Education, 23(1), 31.
Shah & Inamullah. (2015). The Role of Madrassa Education in Cultivating Moral Excellence: A Qualitative Analysis. Review Journal of Social Psychology & Social Works, (2), 63-72.
Supardii & Hakim. (2021). Hakim. Investigation of the Digital Competence of Madrasah Teachers During the COVID-19 Pandemic. Jurnal Pendidikan, 13(3), 2335-2342.
Syukri & Rosyad. (2025). Integrating Modern Technology in Islamic Religious Education: Challenges and Opportunities for Teachers. The Journal of Academic Science, 2(4), 1148-1156.
Zahraini et al. (2025). Islamic Education Reform in the Digital Age: Challenges and Opportunities for a Modern Curriculum. Journal of Noesantara Islamic Studies, 2(1), 1-11.
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