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All Journal Jurnal Ilmu Sosial, Ekonomi, dan Pendidikan Jurnal Ilmu Sosial, Ekonomi dan Pendidikan Islamic Studies and Education Journal
Mellia Ristika
SDN 27 Pasar Kambang
Religion Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

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Dampak Intensitas Penggunaan Gadget terhadap Kemampuan Berpikir Kritis dan Literasi Peserta Didik pada Era Digital Mellia Ristika; Yeni Sulastri
Jurnal Ilmu Sosial, Ekonomi dan Pendidikan Vol. 2 No. 1 (2026): Juli
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/jisep.v2i1.203

Abstract

The rapid advancement of digital technology has significantly increased gadget use among students and transformed contemporary learning environments. While gadgets provide broad access to information and support digital learning, uncontrolled use may also create distractions and hinder the development of critical thinking and literacy skills. This article aims to conceptually examine the impact of gadget use intensity on students' critical thinking and literacy in the digital era. The study employed a conceptual review by synthesizing theories and empirical findings published in accredited national and reputable international journals between 2020 and 2025. The analysis involved literature identification, content analysis, and conceptual synthesis to explain the relationships among the main constructs. The findings indicate that the impact of gadget use intensity is not determined solely by the duration of use but is influenced by learning purposes, the quality of digital activities, self-regulation, and educational support. Gadget use for academic learning, information exploration, collaboration, and problem-solving contributes positively to the development of critical thinking and literacy. Conversely, excessive use for entertainment and non-academic activities tends to increase distraction and reduce the depth of cognitive processing. This study proposes a conceptual model integrating gadget use intensity, digital activity quality, critical thinking, and literacy to provide a theoretical foundation for developing more effective and responsible digital learning practices in the twenty-first century.
Dampak Intensitas Penggunaan Gadget terhadap Kemampuan Berpikir Kritis dan Literasi Peserta Didik pada Era Digital Mellia Ristika; Yeni Sulastri
Jurnal Ilmu Sosial, Ekonomi dan Pendidikan Vol. 2 No. 1 (2026): Juli
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/jisep.v2i1.203

Abstract

The rapid advancement of digital technology has significantly increased gadget use among students and transformed contemporary learning environments. While gadgets provide broad access to information and support digital learning, uncontrolled use may also create distractions and hinder the development of critical thinking and literacy skills. This article aims to conceptually examine the impact of gadget use intensity on students' critical thinking and literacy in the digital era. The study employed a conceptual review by synthesizing theories and empirical findings published in accredited national and reputable international journals between 2020 and 2025. The analysis involved literature identification, content analysis, and conceptual synthesis to explain the relationships among the main constructs. The findings indicate that the impact of gadget use intensity is not determined solely by the duration of use but is influenced by learning purposes, the quality of digital activities, self-regulation, and educational support. Gadget use for academic learning, information exploration, collaboration, and problem-solving contributes positively to the development of critical thinking and literacy. Conversely, excessive use for entertainment and non-academic activities tends to increase distraction and reduce the depth of cognitive processing. This study proposes a conceptual model integrating gadget use intensity, digital activity quality, critical thinking, and literacy to provide a theoretical foundation for developing more effective and responsible digital learning practices in the twenty-first century.
Religious Digital Resilience: A Conceptual Model for Strengthening Religious Moderation among Generation Z through Islamic Education Muharleni; Neni Sriwahyuni; Mellia Ristika; Yeni Sulastri
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.v1i3.146

Abstract

The rapid growth of social media has fundamentally transformed how Generation Z acquires, constructs, and disseminates religious knowledge. On the one hand, social media provides significant opportunities to promote religious moderation through digital da'wah, educational content, and interactive learning environments. On the other hand, algorithm-driven platforms, information overload, and weak source verification have intensified the spread of religious extremism, intolerance, and digital misinformation. These challenges require Islamic education to move beyond the transmission of religious knowledge by strengthening digital literacy, critical thinking, and digital resilience among learners. This study aims to analyze Islamic education strategies for strengthening religious moderation on social media to address digital radicalism and misinformation among Generation Z. The study employed a conceptual review method through a critical synthesis of peer-reviewed journal articles, academic books, and policy documents related to religious moderation, Islamic education, digital literacy, and digital radicalization. The findings indicate that strengthening religious moderation requires the integration of four interconnected components: religious moderation values, digital literacy, adaptive Islamic pedagogy, and a collaborative ecosystem involving schools, families, religious organizations, government institutions, and digital platforms. Based on this synthesis, the study proposes the Religious Digital Resilience Model as its primary conceptual contribution, explaining how these components collectively develop Generation Z's capacity to access, verify, evaluate, and disseminate religious information critically, ethically, and responsibly. The proposed model extends the discourse on religious moderation from a normative framework toward a transformative educational approach integrating theological, pedagogical, and digital dimensions.
Co-Authors Muharleni Neni Sriwahyuni Yeni Sulastri Yeni Sulastri