Data Driven Pedagogy: Integrating Problem Based Learning in Islamic Higher Education
DOI:
https://doi.org/10.58988/jab.v6i1.805Keywords:
Big Data, Digital Epistemology, Digital Transformation, Islamic EducationAbstract
This study explores the challenges faced by Islamic higher education in adapting pedagogical approaches to the digital era, while maintaining Islamic epistemological and spiritual values. In response to these challenges, the study develops a conceptual model of Integrative Data-Driven Islamic Pedagogy (IDDIP) that integrates Problem-Based Learning (PBL) and Big Data in Islamic education at universities. The main objective of the research is to formulate a model that contributes to transforming Islamic pedagogy by incorporating digital data into the learning process without losing its spiritual foundation. A qualitative approach with Grounded Theory design was employed to gather data through in-depth interviews, participatory observation, and digital document analysis. Data analysis was conducted in three stages: open coding, axial coding, and selective coding. The results reveal four key dimensions: data-based reflection, Islamic ethical literacy, pedagogical transformation, and epistemological balance. These dimensions are integrated into three theoretical frameworks: digital pedagogical transformation, an ethical-spiritual framework, and knowledge creation and innovation. The study's findings have implications for the development of digital Islamic education models that are reflective, critical, and ethical, providing a roadmap for Islamic higher education institutions to design learning strategies that combine technology, values, and spirituality in the digital age.
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