PENGEMBANGAN MEDIA PEMBELAJARAN DIGITAL BERBASIS NILAI-NILAI AKHLAK DAN KEPEMIMPINAN

Abstract

The rapid expansion of digital learning media in the post-pandemic educational landscape has largely prioritized technical functionality and cognitive content delivery, while often neglecting the moral and character dimensions that are essential for holistic student development. This condition raises the urgency of developing digital learning media that intentionally embeds akhlak (Islamic moral character) and leadership values, rather than treating digital tools as value-neutral instruments. This article aims to examine the concept and urgency of digital learning media grounded in akhlak and leadership values, to synthesize existing forms and precedents of such media in Islamic education contexts, and to describe an appropriate development model along with the challenges and strategies for its implementation. This study employs a qualitative approach using a literature review (library research) method, collecting, analyzing, and synthesizing books, national and international journal articles, and precedents of value-based digital learning media development. The results show that various forms of digital media, including educational games, interactive quizzes, digital board games, and mobile applications for early childhood, have been developed to embed moral values such as honesty, responsibility, and discipline, while leadership values such as amanah (trustworthiness), musyawarah (deliberation), and exemplary conduct remain comparatively underdeveloped as explicit media content; the ADDIE model, combined with Mayer's Cognitive Theory of Multimedia Learning, offers a robust methodological framework for systematically integrating both akhlak and leadership dimensions into digital learning media design. The article concludes that the intentional development of digital learning media that integrates akhlak and leadership values offers a promising and theoretically well-grounded approach to character education in the digital era, provided that content design, pedagogical integration, and teacher readiness are carefully attended to.