ISSN: 2226-6348
Open access
The integration of technology in Islamic Education has increased significantly in line with the demands of 21st-century learning, which emphasizes interactive and student-centred approaches. However, students’ understanding remains a critical issue, particularly when technology is not effectively integrated into the teaching and learning process. Therefore, this study aims to systematically examine the use of technology in Islamic Education and its impact on students’ understanding. This study adopts a Systematic Literature Review (SLR) approach guided by the PRISMA framework, which involves four main phases: identification, screening, eligibility, and inclusion. A total of 663 articles were identified from the Scopus and Web of Science databases, and after a systematic screening and evaluation process, 20 articles were selected for analysis. The findings reveal three main themes, namely the types of technology used in Islamic Education, the impact of technology on students’ understanding, and the factors influencing the effectiveness of its use. Overall, the findings indicate that technology enhances students’ conceptual understanding, engagement, and academic performance when implemented effectively. The novelty of this study lies in its comprehensive synthesis of technology use in Islamic Education by integrating multiple dimensions of analysis within a single review. This study contributes to the field of social sciences by providing a structured understanding of current research trends and offering practical insights for educators and policymakers in designing more effective technology-based teaching strategies aligned with Islamic values.
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