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All Journal FIKRI : Jurnal Kajian Agama, Sosial dan Budaya Indonesian Journal of Educational Management and Leadership
Achmad Ghozali
Universitas Islam Negeri Sultan Syarif Kasim Riau, Indonesia
Education Social Sciences

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Bringing contemporary ethics down to earth for generation Z: A study of moral values in digital disruption and its implications for educational leadership Rosmita Rosmita; Listiawati Susanti; Zulamri Zulamri; Mardhiah Rubani; Achmad Ghozali
Indonesian Journal of Educational Management and Leadership Vol. 4 No. 1 (2026): Indonesian Journal of Educational Management and Leadership (in Press)
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/ijemal.v4i1.1893

Abstract

Purpose – This study addresses the urgent need to understand and apply ethical principles for Generation Z in the context of rapid digital disruption. With the proliferation of social media, artificial intelligence, and algorithm-driven interactions, young people face unique moral challenges, including empathy erosion, moral relativism, the spread of misinformation, and normalization of symbolic violence online. The purpose of this research is to explore how moral values can be recontextualized so they remain meaningful, practical, and normative for Generation Z, empowering them to navigate digital environments responsibly and thoughtfully. Method – The research employs a qualitative-descriptive literature review approach. Primary sources include contemporary ethical theories, studies in digital sociology, and scholarship on moral education. Data collection involved selecting relevant academic articles, books, and reports addressing ethics in digital contexts. Analysis was conducted through thematic coding, comparing ethical frameworks with observed trends in Generation Z’s digital behavior, and synthesizing insights on applicable strategies for moral development in online spaces. Findings – The study finds that contemporary ethics for Generation Z should be grounded in dialogical, contextual, and participatory approaches. Key values identified include digital responsibility, social empathy, justice, critical literacy, and awareness of the consequences of online actions. Generation Z is not merely a target for moral instruction but an active participant capable of shaping ethical frameworks based on lived digital experiences. Effective moral development requires integration of ethics into educational curricula, family guidance, and digital ecosystem design, ensuring that ethical principles are both adaptive and firmly rooted in normative foundations
Preserving Malay Islamic Identity and Developing Life Skills through Arab–Malay Calligraphy Pedagogy in Riau Boarding Schools Achmad Ghozali; Jamaluddin Jamaluddin; Darusman Darusman; Suardi Suardi; Henrizal Hadi
Fikri : Jurnal Kajian Agama, Sosial dan Budaya Vol. 11 No. 1 (2026): Fikri: Jurnal Kajian Agama, Sosial dan Budaya
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jf.v11i1.7494

Abstract

The revitalization of Arab–Malay calligraphy in Islamic boarding schools throughout Riau constitutes a strategic initiative to preserve Malay Islamic cultural identity while enhancing students’ life skills in response to contemporary educational and social challenges. This research develops and analyzes an instructional framework for Arab–Malay calligraphy learning that integrates cultural preservation with student competency development. Utilizing a Research and Development (R&D) methodology, the study employed a systematic instructional design process comprising needs analysis, learning design, development, implementation, and evaluation. Data collection involved classroom observations, in-depth interviews with pesantren leaders, calligraphy instructors, and students, as well as documentation of learning facilities, instructional programs, and students’ artworks. Qualitative analysis was conducted using an interactive model of data reduction, data display, and continuous verification. The results demonstrate that the revitalization of Arab–Malay calligraphy is most effective when implemented through an integrated instructional framework that combines formal classroom instruction with workshop-based mentoring. Classroom instruction reinforces foundational competencies such as letter formation, proportion, and writing discipline, while workshops offer intensive opportunities for talent development, creativity, and artistic specialization. Instructional methods based on demonstration, imitation, repetitive practice, and continuous instructor feedback significantly improve students’ technical skills, perseverance, and motivation. In addition to artistic competence, Arab–Malay calligraphy learning fosters creativity, self-reliance, productivity, collaboration, and a heightened sense of pride in Malay Islamic cultural heritage. The study concludes that Arab–Malay calligraphy should be regarded not only as an aesthetic-religious art form but also as a culturally grounded instructional framework that advances life skills education, student empowerment, and the preservation of Malay–Nusantara Islamic traditions within the pesantren context.
Co-Authors Darusman Darusman Henrizal Hadi Jamaluddin Jamaluddin Listiawati Susanti Mardhiah Rubani Rosmita Rosmita Suardi Suardi Zulamri Zulamri