Conceptual Model of Blended Learning-Based Islamic Religious Education Learning Management for Strengthening the Digital Literacy of Senior High School Students

Abstract

Digital transformation in education requires Islamic Religious Education (PAI) learning in senior high schools (SMA) to focus not only on students’ mastery of religious knowledge but also on strengthening their digital literacy. However, technology-based PAI learning practices often remain technical-instrumental and have not been systematically managed through an integrated learning management model. This article aims to formulate a conceptual model of blended learning-based PAI learning m’/anagement to strengthen the digital literacy of SMA students. This study employed a qualitative approach using library research with an integrative literature review design. Data were collected from academic literature relevant to PAI learning management, blended learning, digital literacy, and conceptual research methodology. The data were analyzed through reduction, thematic categorization, critical interpretation, and conceptual synthesis. The findings show that the proposed model integrates five main dimensions: managerial, pedagogical, technological, evaluative, and religious. This model positions blended learning not merely as a combination of face-to-face and online learning, but as a planned, adaptive, and value-based PAI learning system. The study concludes that strengthening digital literacy in PAI requires learning management that shapes students to be religious, critical, ethical, and digitally literate.