KRISIS ATENSI PADA GENERASI ALPHA DAN IMPLIKASINYA TERHADAP REKONSTRUKSI DESAIN PEMBELAJARAN KONTEMPORER DI ERA DIGITAL

Pendas : Jurnah Ilmiah Pendidikan Dasar
Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish

The attention crisis among Generation Alpha has become a global phenomenon due to the massive penetration of digital technology, the acceleration of information flow, and exposure to algorithm-based media that shape instant cognitive patterns. In a national context, this challenge has a significant impact on the effectiveness of learning in educational institutions, particularly in Islamic Religious Education, which demands deep reflection, concentration, and internalization of values. The urgency of this study lies in the need to reconstruct contemporary learning designs that are responsive to the neurocognitive characteristics of students without neglecting the affective and spiritual dimensions. This study aims to conceptually analyze the attention crisis among Generation Alpha and formulate its implications for the reconstruction of Islamic Religious Education learning designs in the digital era. This study uses a qualitative approach with a literature study type. Data sources include books, reputable journal articles, and international research reports related to developmental psychology, digital pedagogy, and Islamic Religious Education. Data collection techniques are carried out through documentation and systematic searches of scientific databases. Data analysis uses content analysis and thematic synthesis techniques, while data validity is maintained through source triangulation and diligent observation of the literature. The results show that the attention crisis is influenced by digital distractions, multitasking, and information fragmentation, which result in decreased focus and depth of thinking. Reconstruction of learning design needs to emphasize interactive learning strategies, targeted technology integration, reflective project based learning, and strengthening self-regulation. The implications of this study emphasize theoretical contributions to the development of values-based digital pedagogy and practical contributions for teachers in designing adaptive and transformative Islamic Religious Education learning.