Cultivating Creative, Responsible, and Morally-Grounded Learners through Computational Thinking in Islamic Primary Education: A Mixed-Methods Multiple Case Study

Abstract

The integration of computational thinking into Islamic primary education curricula has emerged as a fundamental need to equip students with problem-solving skills essential for a digitally driven society anchored in moral character. This article presents a systematic literature review following the PRISMA protocol, aiming to evaluate pedagogical approaches and CT development in programming education at Islamic primary schools. The synthesis draws from empirical studies of the last decade, focusing on computational curriculum effectiveness, teacher professional development, and the ethical framework grounded in Islamic values. Three primary findings emerged: project-based learning functions as a principal catalyst for cultivating computational fluency, with developmentally differentiated impacts across grade levels; a significant gap persists between the broad theoretical definition of CT and the narrow focus on programming exercises in classroom practice; and integrating CT into Islamic education requires a robust ethical framework that employs hifz al-'aql (preservation of intellect), the concept of khalifah (stewardship), and fitrah (innate disposition) as pedagogical cornerstones. Practical implications highlight the necessity of unplugged activities, contextually responsive scaffolding, and professional development programs that integrate technical training with AI literacy. The review concludes that successful curriculum reform can only be achieved through coordinated policies that synergize inclusive learning design, Qur'anically-grounded pedagogy (encompassing tafqih, ta'qil, tafakkur, tafahhum, tadhakkur, and tadabbur), and collaborative efforts across all educational stakeholders.