This study aims to explore the implementation of hybrid learning in Islamic schools comprehensively, with a focus on its contribution to student engagement, motivation, learning outcomes, and identifying challenges and opportunities for its implementation. The study employed a Systematic Literature Review (SLR) approach with the PRISMA 2020 method, utilizing the Scopus, Google Scholar, Crossref, and Elicit databases. The 408 literature sources were screened based on inclusion and exclusion criteria, resulting in 4 primary journals used as research data. The analysis showed that hybrid learning effectively increases student engagement, motivation, and learning outcomes through a combination of online and face-to-face learning, adaptive modules, and collaborative methods. Challenges include limited infrastructure, gaps in technology access, and the need for strengthening teachers' digital skills. These findings provide practical guidance for teachers, schools, and policymakers to optimize learning through teacher training, infrastructure strengthening, integration of Islamic values, and strategies for reducing the digital divide.
Rosyidah et al. (Wed,) studied this question.