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All Journal Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat
Dedi Purnomo
Universitas Islam Negeri Siber Syekh Nurjati Cirebon
Education Public Health Social Sciences

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Cyber-Tabayyun-Based Islamic Religious Education (PAI) Instructional Design as a Strategy for Strengthening Religious Character and Digital Ethics Among Generation Z Students Dedi Purnomo; Ridho Ramadhan; Aola Amaliani; Ibnu Rusydi
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 2 (2026): Action Research and Community Development
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i2.255

Abstract

The rapid flow of digital information has created serious challenges for Generation Z students, including the spread of hoaxes, cyberbullying, and a decline in communication ethics on social media. This study aims to: (1) describe and develop an Islamic Religious Education (PAI) instructional design based on cyber-tabayyun (digital verification) as a strategy to strengthen the religious character and digital ethics of Generation Z students; and (2) explain how the integration of tabayyun values ​​into instruction fosters a critical, wise, and responsible attitude toward the use of digital media. The study employs a qualitative descriptive approach, with data collected through semi-structured interviews, observations, and documentation involving PAI teachers and 11th-grade students at SMK Budi Bhakti Mandirancan, as well as several related madrasahs. The findings indicate that: (1) an effective cyber-tabayyun-based PAI instructional design encompasses an analysis of students' digital needs, learning objectives centered on religious-digital competencies, a Problem-Based Learning model, Islamic digital media, and behavior-based authentic assessment, all grounded in Surah Al-Hujurat, verse 6; and (2) the internalization of cyber-tabayyun values ​​has been shown to drive tangible changes in digital behavior, including an increased habit of verifying information, improved communication ethics, and a growing sense of moral-spiritual responsibility. This research contributes to the field of Islamic education by proposing cyber-tabayyun as a novel approach to digital character education that integrates Islamic values ​​with 21st-century competencies.
A Critical Analysis of Islamic Religious Education (PAI) Curriculum Policy in Madrasas in Addressing the Challenges of Society 5.0: Between Tradition and Innovation Dzihan Farkhiyah; Dedi Purnomo; Iin Syamsul Arifin; Mahbub Nuryadien
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Action Research and Community Development
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.281

Abstract

The Islamic Religious Education (PAI) curriculum policy in Indonesian madrasas faces dual pressures between maintaining Islamic scholarly traditions and responding to the demands of the human-centered Society 5.0 era, but no study has yet critically examined the madrasah PAI curriculum regulatory documents from a comprehensive Society 5.0 perspective. This study aims to: (1) analyze the content of the PAI curriculum policy in relation to the preparation of Society 5.0 competencies; (2) identify the tension between Islamic scholarly traditions and the demands of Society 5.0 innovation in policy documents; (3) explore the extent to which policies respond to key Society 5.0 competencies; and (4) formulate conceptual recommendations for policy reform that synergistically bridges tradition and innovation. The study uses a qualitative approach with a document analysis design based on a critical policy analysis framework, covering four national policy documents: KMA No. 184 of 2019, CP PAI 2025, and Renstra Kemenag 2020–2024 analyzed using a three-category thematic coding matrix and verified through source triangulation. The results of the study found that: (1) the policy has not explicitly mentioned the Society 5.0 paradigm and still operates within the logic of the Industrial Revolution 4.0; (2) the content of Islamic tradition appears dominant but has not been accompanied by an integration strategy with the demands of Society 5.0; (3) digital literacy based on Islamic values ​​​​is only present in Phase F, absent at the MI and MTs levels; and (4) the innovation mandate is permissive without minimum standards, potentially widening the digital divide between madrasas. This research contributes as the first study using the What's the Problem Represented to Be framework, to dissect the madrasah PAI curriculum policy from a Society 5.0 perspective, while also offering operational recommendations for the Ministry of Religious Affairs in revising KMA No. 184 of 2019, progressively updating the CP PAI from MI to MA, and developing technical guidelines for equitable Islamic value-based technology integration.
Co-Authors Aola Amaliani Dzihan Farkhiyah Ibnu Rusydi Iin Syamsul Arifin Mahbub Nuryadien Ridho Ramadhan