Mapping Contextual and Interdisciplinary Practices toward Transdisciplinary Islamic Religious Education: An Exploratory Case Study

Mohammad Al-Farabi; Annida Azhari Ritonga; Mentari Asshiddiqie; Fahmi Al-munawwar; Imammuddin Zengi

doi:10.55537/j-ibm.v6i1.1776

Authors

Mohammad Al-Farabi Universitas Islam Negeri Sumatera Utara
Annida Azhari Ritonga Universitas Islam Negeri Sumatera Utara
Mentari Asshiddiqie Universitas Islam Negeri Sumatera Utara
Fahmi Al-munawwar Universitas Islam Negeri Sumatera Utara
Imammuddin Zengi Universitas Islam Negeri Sumatera Utara

DOI:

https://doi.org/10.55537/j-ibm.v6i1.1776

Keywords:

transdisciplinary education, Islamic Religious Education, Wahdatul Ulum, lecturer perspectives, learning implementation

Abstract

This exploratory qualitative case study maps contextual and interdisciplinary practices reported by two lecturers in Islamic Religious Education (PAI) learning at UIN Sumatera Utara. Data were drawn from two guided interviews conducted on 23 June 2026, each lasting 10–15 minutes, and organized through descriptive coding. The analysis produced four themes: linking Islamic values with social and digital issues; drawing on psychology, culture, and educational technology; positioning technology as both a learning medium and an object of inquiry; and identifying epistemic and pedagogical challenges. The findings indicate lecturer-reported contextualization and early interdisciplinary integration. They do not establish program-wide transdisciplinary implementation or measurable student impact because the unit of analysis is limited to lecturer perspectives. The study contributes a diagnostic map and derives practical implications for case-based tasks, explicit disciplinary roles, substantive digital assessment, and staged learning support.

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