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All Journal Journal of Social, Education and Religious Studies Islamic Studies and Education Journal
Sintya
Universitas Muhammadiyah Sumatera Barat
Religion Education Social Sciences Other

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Peran Bahasa Arab Dalam Pembentukan Literasi Keagamaan dan Global Generasi Milenial dan Gen Z di Era Digital Sintya
Journal of Social, Educational and Religious Studies Vol. 1 No. 3 (2025): Desember 2025
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/jsers.v1i3.67

Abstract

This artcle aims to examine indepth the role of Arabic in shaping the reading and understanding skills of religion, as well as the global competencies of millennials and Gen Z amidst an ancresingly complex and rapidly changing digital environment. This study uses a qualitative approach with library research methods, coleccting data from books, scientific articles, and report from international organizations that discuss learning Arabic, globalization, digitalization, and youth. The research result indicate that Arabic not only helps understand authentic Islamic teaching but is also an important tool for enhacing global insight, the ability to interact with other cultures, and the ability to compete internationally. Amidst the abudance of information circulating in the digital world, particularly on religious matters, Arabic language skilss enable young people to verify authentic sources and evaluate the veracity of their explanations. Furthermore, because Arabic is spoken by over 400 million people worldwide, it is vital asset in diplomacy, economics, technology, and international relations. Advances in digital technology also provide new opportunities for learning Arabic, such as through applications, online platforms, and artificial intelligence, which can be used flexibly and engagingly. Therefore, the restoration and development of Arabic is crucial in the modern education system to strengthen the religious and global competencies of millennials and Gen Z.
Strengthening Digital Religious Character: A Conceptual Framework for Islamic Religious Education Teachers to Address Religiously Motivated Cyberbullying Nurhanifa Tamba; Sintya
Islamic Studies and Education Journal Vol. 1 No. 3 (2026): August
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/isej.v1i3.148

Abstract

The expansion of digital interaction among secondary school students has generated new educational challenges, particularly cyberbullying, which becomes more complex when attacks target religious identity, beliefs, symbols, or differences in religious interpretation. This article aims to conceptually examine the strategies of Islamic Religious Education (IRE) teachers in addressing religion-related cyberbullying through the strengthening of digital religious character. The study employs a conceptual literature review by synthesizing scholarly literature on cyberbullying, digital citizenship, digital literacy, character education, religiosity, religious moderation, and Islamic Religious Education. A thematic synthesis was conducted to identify conceptual patterns, protective mechanisms, research gaps, and relevant pedagogical strategies. The findings indicate that digital religious character can function as an integrative mechanism linking digital literacy with Islamic values to promote ethical online behavior. The proposed strategies include strengthening critical digital literacy, internalizing Islamic communication ethics, habituating tabayyun, developing religious moderation, empathy, and self-control, implementing case-based learning, and applying restorative responses to cyberbullying incidents. The study proposes a preventive–responsive conceptual model integrating digital literacy, Islamic values, religious moderation, empathy, self-control, and school–family collaboration. The model positions IRE teachers as agents of digital moral development and provides a conceptual foundation for future empirical research examining the effectiveness and contextual applicability of digital religious character development in preventing religion-related cyberbullying among secondary school students.
Co-Authors Nurhanifa Tamba