https://www.e-journal.anharhariz.org/index.php/jdlir/issue/feed 2026-10-28T00:00:00+00:00 Open Journal Systems <p><strong>Journal of Digital Learning and Islamic Research</strong> is an open-access, peer-reviewed academic journal that explores the intersections between Islamic scholarship, education, and digital innovation. It publishes original research, theoretical studies, and critical reviews on topics such as digital pedagogy, e-learning in Islamic education, Islamic knowledge dissemination in the digital era, and the ethical implications of emerging technologies in Muslim societies. The journal aims to foster interdisciplinary dialogue among scholars, educators, and practitioners who are committed to advancing both Islamic intellectual traditions and contemporary digital learning practices.</p> https://www.e-journal.anharhariz.org/index.php/jdlir/article/view/189 2026-10-27T22:56:19+00:00 Naura Dina Syamila Hanifah shnaura430@gmail.com Rahmat Rahmat rakhmatrafif@gmail.com Ika Verina ikaverina91@gmail.com

<p>Agentic artificial intelligence (AI) is shifting metaverse learning from immersive exposure toward goal-directed inquiry, yet existing frameworks rarely explain how learners move from experiencing content to creating knowledge, and few consider how such designs can be aligned with the values of Islamic education. This study aims to develop an integrated framework that explains how agentic AI roles, metaverse affordances, and adaptive scaffolds jointly support learner agency, self-directed inquiry, and knowledge construction, and to derive its implications for Islamic education. Using a theory-building structured literature review, the study analysed 48 scholarly sources published between 2022 and 2026 through deductive–inductive qualitative coding, cross-case comparison, and framework mapping. The synthesis yields CREATE-M, a framework comprising Co-designed goals, Role-differentiated agents, Embodied inquiry, Artifact construction, Testing and iteration, and Evaluation and reflection within a Metaverse ecology. The results show that role-differentiated agents expand learner agency when they mentor, critique, and curate rather than supply answers; that metaverse affordances foster embodied and social inquiry only when pedagogically structured; and that learner-controlled adaptive scaffolds convert inquiry into visible, revisable knowledge artifacts, so all three hypotheses are conditionally supported. Read through the principles of <em>tafakkur</em> (reflective inquiry), <em>tabayyun</em> (verification), and <em>adab</em> (ethical conduct in learning), CREATE-M offers design guidance for madrasahs, pesantren, and Islamic higher education, together with testable propositions for future empirical research.</p>

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