<![CDATA[The phenomenon of deconstructing the meaning of qudwah (exemplary leadership) in digital society has profound implications for the methodological foundations of Islamic Education. The shift in authority from traditional educators (ulama, kyai, ustadz) to digital populism has altered the paradigm of uswah hasanah from something transcendent and methodical to something profane and transactional. This article analyzes how the essential values of exemplary leadership in the context of character education undergo deconstruction by digital content culture. Three primary patterns of deconstruction emerge: first, the criteria for educational exemplary leadership shift from scholarly and moral authority (ilmu and adab) to popularity and digital engagement; second, timeless transcendent educational values are reduced to temporary and fluid content; third, the hierarchical and humanistic educator-learner relationship transforms into a transactional producer-consumer dynamic. Social media algorithms act as a hidden curriculum that prioritizes virality over the internalization of values. The phenomenon of religious influencers represents the commodification of the Islamic educator's role for economic orientation (attention economy). Consequently, there is a crisis of authenticity in the character formation of students and learners. This article offers a re-actualization of the concept of qudwah in Islamic Education through strengthening critical digital literacy, media-based educator competency certification, and the integration of digital ethics into the Islamic Education curriculum]]>
