Analysis and Evaluation of the Digitalization Policy for Islamic Education through Madrasah Digital
DOI:
https://doi.org/10.58355/manajia.v4i3.154Keywords:
Islamic Education Digitalization, Madrasah Digital, Policy Evaluation, Digital TransformationAbstract
This study analyzes and evaluates the digitalization policy of Islamic education through the Madrasah Digital program by examining the relationship among data governance, administrative services, learning, human-resource capacity, equitable access, and digital ethics. It applies qualitative policy document analysis to regulations, guidelines, official platforms of the Ministry of Religious Affairs, and empirical studies published between 2018 and 2026. The data were coded using six criteria: policy coherence, effectiveness, pedagogical relevance, equity, data governance, and sustainability. The findings show that madrasah digitalization has developed through EMIS 4.0, e-RKAM/EDM, the Madrasah Digital Report Card, Pusaka SuperApps, and diverse learning innovations. The policy's main strengths lie in data standardization, reporting efficiency, and broader service coverage. However, the policy remains fragmented, is stronger in administration than in instructional transformation, lacks tiered readiness standards, and has not fully addressed infrastructure gaps and uneven teacher competence. The study recommends an integrated policy architecture, readiness mapping, needs-based capacity development, system interoperability, data protection, and evaluation centered on learning outcomes and Islamic values.
Downloads
References
Abdullah, S., & Ratnawati, Z. (2023). Digital transformation in education: Examining the contribution of madrasah principal leadership to teacher teaching performance. Edukasia: Jurnal Penelitian Pendidikan Islam, 18(2), 275-292. https://doi.org/10.21043/edukasia.v18i2.25842
As'ad, M. (2021). Adaptation into Islamic Education 4.0: An approach to redesigning a sustainable Islamic education in the post-pandemic era. Akademika: Jurnal Pemikiran Islam, 26(1), 19-42. https://doi.org/10.32332/akademika.v26i1.3122
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027
Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in reflexive thematic analysis? Qualitative Research in Psychology, 18(3), 328-352. https://doi.org/10.1080/14780887.2020.1769238
Falloon, G. (2020). From digital literacy to digital competence: The teacher digital competency framework. Educational Technology Research and Development, 68, 2449-2472. https://doi.org/10.1007/s11423-020-09767-4
Howard, S. K., Tondeur, J., Ma, J., & Yang, J. (2021). What to teach? Strategies for developing digital competency in preservice teacher training. Computers & Education, 165, 104149. https://doi.org/10.1016/j.compedu.2021.104149
Kusuma, A. B., Astuti, W., & Setyawan, C. E. (2019). Analisis penerapan media pembelajaran bahasa Arab berbasis aplikasi Google Classroom. Al-Manar, 8(2), 151-180. https://doi.org/10.36668/jal.v8i2.120
Ministry of Religious Affairs of the Republic of Indonesia. (2022). Momentum Hari Guru, dirilis Pusaka Super Apps untuk layanan Kemenag. https://kemenag.go.id/pers-rilis/momentum-hari-guru-dirilis-pusaka-super-apps-untuk-layanan-kemenag-50jtae
Ministry of Religious Affairs of the Republic of Indonesia. (2024a). EMIS 4.0: Transformasi digital data pendidikan Islam. https://kemenag.go.id/kolom/emis-4-0-transformasi-digital-data-pendidikan-islam-eOEUC
Ministry of Religious Affairs of the Republic of Indonesia. (2024b). Kemenag luncurkan Rapor Digital Madrasah versi baru. https://kemenag.go.id/nasional/kemenag-luncurkan-rapot-digital-madrasah-versi-baru-VvMja
Ministry of Religious Affairs of the Republic of Indonesia. (2025a). 55.107 madrasah sudah gunakan Rapor Digital, hampir 100 persen. https://kemenag.go.id/nasional/55-107-madrasah-sudah-gunakan-rapor-digital-hampir-100-YWJN6
Ministry of Religious Affairs of the Republic of Indonesia. (2025b). EMIS 4.0 GTK Madrasah dirilis, gantikan Simpatika. https://kemenag.go.id/nasional/emis-4-0-gtk-madrasah-dirilis-gantikan-simpatika-VPhlG
Nasir, M., Rizal, S., Basri, & Pabbajah, M. (2024). Revolutionizing Teungku Dayah learning model: Exploring the transformative impact of technological advancements on Islamic education in Aceh. Cogent Education, 11(1), 2335720. https://doi.org/10.1080/2331186X.2024.2335720
Nikmatullah, C., Wahyudin, W., Tarihoran, N., & Fauzi, A. (2023). Digital pesantren: Revitalization of the Islamic education system in the disruptive era. Al-Izzah: Jurnal Hasil-Hasil Penelitian, 18(1), 1-15. https://doi.org/10.31332/ai.v0i0.5880
Pettersson, F. (2018). On the issues of digital competence in educational contexts: A review of literature. Education and Information Technologies, 23(3), 1005-1021. https://doi.org/10.1007/s10639-017-9649-3
President of the Republic of Indonesia. (2019). Peraturan Presiden Republik Indonesia Nomor 39 Tahun 2019 tentang Satu Data Indonesia. https://peraturan.bpk.go.id/Details/108813/perpres-no-39-tahun-2019
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701. https://doi.org/10.1016/j.compedu.2019.103701
Sailer, M., Murbock, J., & Fischer, F. (2021). Digital learning in schools: What does it take beyond digital technology? Teaching and Teacher Education, 103, 103346. https://doi.org/10.1016/j.tate.2021.103346
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model: A meta-analytic structural equation modeling approach to explaining teachers' adoption of digital technology in education. Computers & Education, 128, 13-35. https://doi.org/10.1016/j.compedu.2018.09.009
Sholeh, M., Kholis, N., & Mufidah, N. (2022). Madrasah principal leadership in digital transformation at Madrasah Ibtidaiyah: A case study. Dinamika Ilmu, 22(1), 151-166. https://doi.org/10.21093/di.v22i1.4241
Stufflebeam, D. L., & Zhang, G. (2017). The CIPP evaluation model: How to evaluate for improvement and accountability. Guilford Press.
Velly, V., Rahman, A., Alharbi, A., & Awan, N. (2025). Islamic Education 4.0: Rethinking moral and religious learning for a socially conscious generation. TARBIYA: Journal of Education in Muslim Society, 12(1), 39-62. https://doi.org/10.15408/tjems.v12i1.46161
Wedi, A., Mardiana, D., & Umiarso. (2025). Digital transformation model of Islamic religious education in the AI era: A case study of Madrasah Aliyah in East Java, Indonesia. International Journal of Learning, Teaching and Educational Research, 24(8), 842-863. https://doi.org/10.26803/ijlter.24.8.37
Wigati, I., Faisal, F., & Astuti, R. T. (2022). Determining digital literacy among teachers from gender perspective through the Rasch model. Journal of Education and Learning, 16(3), 330-335. https://doi.org/10.11591/edulearn.v16i3.20409
Zubairi, Z., & Nurdin, N. (2022). The challenges of Islamic religious education in the Industrial Revolution 4.0. Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme, 4(3), 386-396. https://doi.org/10.37680/scaffolding.v4i3.2120
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Hidayatullah, Ikhsan, Gia Sarahayu, Muhammad Solihin, Jamrizal
This work is licensed under a Creative Commons Attribution 4.0 International License.
