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Internalizing Islamic Educational Philosophy Epistemology to Construct Generation Z Religiosity in the Post-Truth Era: A Qualitative Study at an Indonesian Islamic University Husnul Khotimah; Noviana; Abadi, Rahman; Noviriani; Mualimin; Mabruri
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 2 No. 2 (2024): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v2i2.1602

Abstract

The post-truth era, in which emotional resonance and identity-driven narratives often outweigh factual verification, has reshaped how Generation Z students access, interpret, and internalize religious knowledge through digital platforms. While prior studies have examined religious digital literacy and value-based character education in Indonesian Islamic schools, the role of the epistemology of Islamic educational philosophy in mediating Generation Z religiosity within non-state Islamic universities remains underexplored. This study investigates how the epistemological foundations of Islamic educational philosophy are internalized into the religiosity construction of Generation Z students at Universitas Islam Yasni Bungo, Jambi, Indonesia. Adopting a qualitative field-research design grounded in an interpretive paradigm, data were generated through semi-structured in-depth interviews with twelve students and six lecturers (purposively sampled), three months of participant observation across four academic and student-organization settings, and document analysis of curriculum syllabi, lecture materials, and student-organization records collected between February and April 2025. Data were analyzed using the Miles, Huberman, and Saldaña interactive model with both source and method triangulation to enhance trustworthiness, and member-checking with seven informants to verify interpretive accuracy. The analysis identified four interrelated mechanisms of epistemological internalization: dialogical and critical classroom practice rooted in the Qur'anic ḥiwār tradition; curricular integration that reconciles revelation, reason, and experience; lecturer modeling functioning as a hidden curriculum; and faith-based digital literacy emphasizing tabayyun. These mechanisms jointly cultivate a student religiosity that is reflective, rational, and resistant to disinformation rather than merely ritualistic. The study concludes that Islamic educational epistemology operates as a cognitive and normative filter that mediates students' engagement with digital religious discourse, offering a contextually grounded model for strengthening authentic religiosity in post-truth higher education.
Co-Authors Abadi, Rahman Abidatul Mutiah Aini, Dinatul Andi Intan Nuraeni Aprilia, Hilma Azizah, Nanik Fitriyani Hafifah, Patin Hamdani, Muhamad Sohibul Haryati HUSNUL KHOTIMAH I Made Dwi Andika Putra I Wayan Yasa Islam, Muhamad Saiful Izzati, Inayatul Juan Dwiky Liestanto Kamal Kasman, Nuraini Kusuma, Anggi Laili, Yayuk Nurhidayatul Luthfiyanti, Niken Mabruri Maulana, Arkan Mualimin Muhammad Fadhol Harry Setiawan Nadia Nafisa Nuraqila Noviatuzzohrah Noviriani Nurhidaya Fitria Pelita Koyange Pratama, Kharisma Jayak Putra, Bayu Karunia Putri Nuryana R. Kasau, M. Nurzin Rahma Ashari Hamzah Rifa Yanti Safitri, Ayu Dwi Saputra, Satriawan Arya Sisilia Akmalyanti Siti Nurjannah Sri Musrifah Wahyu Samudra Wira Ekdeni Aifa Zamroni