Ta‘awun-Based Cooperative Learning in Islamic Religious Education: A Systematic Review of Digital Collaborative Pedagogy in the Merdeka Curriculum
DOI:
https://doi.org/10.62730/syaikhuna.v17i2.7823Keywords:
Ta‘awun, Cooperative Learning, Islamic Religious Education, Digital Individualism, Merdeka Curriculum, Systematic Literature ReviewAbstract
Digital individualism—characterized by isolated digital behaviors and prioritizing personal interests over collective engagement—poses a fundamental challenge to Islamic Religious Education (IRE) in the Merdeka Curriculum era. This study systematically analyses the implementation of ta‘awun-based Cooperative Learning as a pedagogical response to this challenge. This study conducted a Systematic Literature Review following the PRISMA 2020 protocol, synthesizing 30 peer-reviewed articles published between 2020 and 2025 from Google Scholar, Dimensions, and DOAJ. Thematic analysis and quality appraisal using the Mixed Methods Appraisal Tool were applied. The review identifies three substantive findings. First, Cooperative Learning has transformed from manual group work into hybrid digital variants such as Digital Jigsaw. Yet, preserving Islamic values in these spaces depends not on technological sophistication but on three pedagogical conditions: cultivating adab al-ikhtilaf in digital deliberation, prioritizing tafaquh over superficial consensus, and framing digital collaboration as an act of ihsan. Second, the axiological overlap between Cooperative Learning and the Pancasila Student Profile Strengthening Project positions Gotong Royong not merely as a civic value but as a theological imperative rooted in the Qur’anic command of ta‘awun. Third, gamified Team Games Tournament effectively sustains engagement for memorization-based material when competition is framed as fastabiqul khairat. The study proposes a conceptual framework positioning ta‘awun as the integrating mechanism that animates positive interdependence, promotive interaction, accountability, social skills, and group processing with theological purpose. These findings imply that teacher education institutions must cultivate Digital Collaborative Pedagogy—the capacity to infuse digital collaboration with spiritual meaning—rather than merely technical competence in digital tools.
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