Theoretical Reconstruction of Kalam Science Learning Design in the Digital Era: Integration of Constructive Alignment and Technological Pedagogical Content Knowledge (TPACK)

Abstract

The transformation of digital space has changed the landscape of religious discourse, including the emergence of narratives of atheism and religious skepticism on social media, influencing how the digital generation understands faith. However, the learning of theology (Ilm al-Kalam) still tends to be textual and lacks context, thus failing to optimally respond to digital challenges. This study aims to reconstruct the learning design of theology in the digital era through the integration of Constructive Alignment and Technological Pedagogical Content Knowledge (TPACK). This study uses a qualitative approach with a library research method. Data were obtained through a documentation study of books, journal articles, and relevant academic documents from the past ten years. Data were analyzed using content analysis and conceptual synthesis techniques. The results show that Constructive Alignment provides a systematic framework for aligning learning objectives, activities, and assessments, while TPACK enables the meaningful integration of technology into the learning process. The integration of these two approaches produces a conceptual model of theology learning that encourages critical thinking skills, theological argumentation, and contextual digital learning. This research contributes to the development of Islamic education by strengthening the learning design of theology to be more adaptive and relevant to the digital era.