Innovating Curriculum Design for Society 5.0: Integrating Technology and Adaptive Learning in Modern Islamic Education
TL;DR
Curriculum innovation in Society 5.0 requires a multidimensional transformation involving pedagogy, technology integration, institutional readiness, and alignment with educational policy, and adaptive learning is identified as an effective approach to creating personalized, flexible, and student-centered learning.
Abstract
This study examines curriculum innovation in the era of Society 5.0 by integrating technology, Islamic-based educational values, and adaptive learning in modern schooling. The research aims to analyze curriculum transformation, teacher readiness, infrastructure challenges, and the implementation of adaptive learning in supporting 21st-century competencies within the context of Sekolah Menengah Pertama Islam Terpadu Nurul Fikri Tangerang. The study used a descriptive qualitative approach with semi-structured interviews, observations, and document analysis. The researchers analyzed data through data reduction, data display, and conclusion drawing, and ensured validity through source, technique, and time triangulation. The findings revealed four main themes. First, curriculum transformation through the Smart Innovative Curriculum integrates national standards with Islamic values and digital competencies to prepare students for Society 5.0 demands. Second, teacher readiness and digital competence remain significant challenges due to limited practical training and uneven professional development support. Third, disparities in technological infrastructure and inconsistent policy implementation hinder effective curriculum execution, particularly in supporting digital-based learning environments. Fourth, adaptive learning is identified as an effective approach to creating personalized, flexible, and student-centered learning that enhances engagement, motivation, and learning outcomes. The study concludes that curriculum innovation in Society 5.0 requires a multidimensional transformation involving pedagogy, technology integration, institutional readiness, and alignment with educational policy. Sustainable teacher development, equitable infrastructure access, and adaptive curriculum models are essential to build inclusive, future-ready, and globally competitive learners grounded in both academic excellence and Islamic character values