Penjaminan Mutu Kurikulum Pendidikan Islam di Era Digital

Abstract

The digital era no longer merely adds new devices to classrooms, it reshapes the way Islamic educational institutions design, implement, and evaluate their own curricula. The problem is that such rapid change is not always matched by an equally responsive quality assurance mechanism. This article traces how the concept and practice of curriculum quality assurance in Islamic education are positioned amid digital transformation, and which factors most determine its success on the ground. The study was conducted through library research using a systematic literature review of twenty Sinta indexed journal articles and several official policy documents published within the last five years. The findings show that quality assurance of the Islamic education curriculum in the digital era moves around four nodes, the renewal of quality standards that accommodate digital competence, the strengthening of the Internal Quality Assurance System (SPMI) based on the PPEPP cycle connected to information systems, the digitalization of external accreditation, and the readiness of human resources as field implementers. The study also identifies a gap between fairly progressive regulation and the real implementation capacity of Islamic educational units, particularly resource constrained pesantren and madrasah. It concludes that a stronger quality culture should be built from Islamic values themselves, rather than mere administrative compliance with externally imposed standards.