TPACK dalam Pendidikan Agama Islam di Era AI: Telaah Kritis atas Kesenjangan Konseptual dan Urgensi Rekonfigurasi

Abstract

The integration of technology in Islamic Religious Education (PAI) demands a competency framework capable of bridging pedagogical effectiveness with Islamic values. Despite growing scholarly interest, the application of the Technological Pedagogical Content Knowledge framework in PAI remains underexplored and conceptually underdeveloped, particularly in the context of artificial intelligence. This study critically examines the trajectory, structural limitations, and necessary reconceptualization of the framework within contemporary PAI learning technology literature from 2017 to 2026. Using a systematic literature review guided by the PRISMA 2020 protocol, thematic critical analysis was conducted on peer-reviewed articles from Scopus and Google Scholar. Findings reveal that existing studies adopt generic content knowledge constructs incompatible with PAI's spiritual and normative dimensions, focus predominantly on measurement rather than integration, and develop in isolation from advances in AI-augmented frameworks. This study proposes three conceptual reconfigurations: reconceptualizing content knowledge as Islamic Content Knowledge, integrating Islamic AI ethics as an explicit competency domain, and formalizing domain-differentiation competency for PAI teachers. These contributions establish a theoretical foundation for developing a PAI-specific framework responsive to the demands of the AI era.