MODEL HOLISTIK PENGEMBANGAN KOMPETENSI DOSEN PENDIDIKAN AGAMA ISLAM: INTEGRASI PEDAGOGI, TEKNOLOGI, DAN KECERDASAN SPIRITUAL

Abstract

This study aims to construct a holistic model for developing lecturer competencies in Islamic Religious Education (IRE) within pesantren-based higher education by integrating pedagogical practices, digital technology, and spiritual intelligence within the epistemological framework of pesantren. Employing a qualitative case study approach, data were collected through in-depth interviews, participant observation, and document analysis, and were analyzed using an interactive thematic model with triangulation to ensure data credibility. The findings reveal that knowledge construction in IRE is no longer fragmented but emerges as an integrated synthesis of modern pedagogical approaches, digital literacy, and spiritual values. Knowledge formation is not limited to cognitive interaction but is deeply rooted in reflective processes involving bayani, burhani, and irfani epistemological dimensions, producing more comprehensive and meaningful understanding. Furthermore, pesantren values such as adab, sanad, and religious practices function as epistemological foundations that legitimize, direct, and validate knowledge production and transmission, ensuring that technological integration strengthens rather than displaces traditional scholarly authority. The study further identifies that lecturer competency development is optimally constructed through dynamic interaction among classical Islamic scholarship (turats), digital innovation, and spiritual intelligence, shaping lecturers who are not only technologically adaptive but also epistemologically grounded and spiritually oriented. The proposed holistic model contributes theoretically and practically to the transformation of Islamic higher education by offering an integrative framework that sustains tradition while responding to global educational demands.