DEVELOPMENT OF AN ISLAMIC EDUCATION CURRICULUM MANAGEMENT FRAMEWORK FOR DIGITAL ISLAMIC LITERACY AMONG PRIMARY SCHOOL PUPILS: A FUZZY DELPHI APPROACH

Author: Malaysia

Abstract

The rapid expansion of digital media has created both opportunities and risks for young Muslim learners, yet Islamic Education curricula in Malaysian primary schools remain largely silent on structured digital literacy competencies. This study reports the development of an Islamic Education Curriculum Management Framework for Digital Islamic Literacy (IECMF-DIL) among primary school pupils, validated through the Fuzzy Delphi Method (FDM). A panel of seven experts comprising Islamic Education curriculum specialists, teacher educators, and senior Islamic Education teachers evaluated fifteen proposed elements across five constructs: curriculum content standards, pedagogical integration of digital tools, teacher competency and professional development, assessment of digital Islamic literacy, and governance, policy and resource support. Data were collected using a seven-point linguistic scale and analysed with the Fudelo application, which computed the threshold value (d), percentage of expert consensus, and defuzzified fuzzy score (A) for each item. Eleven of fifteen items (73.3%) achieved consensus (d ≤ 0.2, expert agreement ≥ 75%, fuzzy score ≥ 0.5), while four items were rejected for falling below the triangulated acceptance criteria. Teacher competency in selecting Shariah-compliant digital content recorded the highest fuzzy score (A = 0.895), while governance and policy support recorded the lowest accepted construct mean. The findings indicate strong expert consensus on a practice-oriented, teacher-centred framework, but caution regarding gamified assessment and unsupervised home-based digital platforms. The validated framework offers curriculum developers, teacher trainers, and policymakers an empirically grounded structure for embedding digital Islamic literacy into the primary Islamic Education curriculum.