Adaptive Islamic Education Curriculum Development Management for Hybrid Learning and Blended Learning

Abstract

This study examines the supporting and inhibiting factors in implementing an adaptive Islamic Education curriculum within hybrid and blended learning. Using a qualitative approach through observation, interviews, and documentation, the findings indicate that success is determined by technological infrastructure, teacher competence, parental support, and students’ digital culture. Adequate infrastructure and digital literacy enhance integrated learning, while limited access and low family involvement hinder implementation. The study highlights the need for a systemic and sustainable approach to curriculum development in the digital era.