<![CDATA[The phenomenon of Fear of Missing Out (FOMO), driven by social media use, particularly TikTok, has raised ethical concerns among students, including excessive dependence on digital media, an intensified desire for social recognition, and changes in attitudes, language use, and behavior within the school environment. These conditions present significant challenges to students’ ethical development in the digital era. Therefore, this study aims to analyze the role of Islamic Religious Education (IRE) teachers in shaping and internalizing students’ Islamic ethics amid the phenomenon of FOMO associated with TikTok use at SMA Darussalam Adijaya. This study employed a qualitative approach using a case study design. Data were collected through observation, in-depth interviews with IRE teachers and students, and documentation. The findings indicate that IRE teachers play a strategic role as educators, mentors, role models, and moral guides in shaping students’ ethical development. Islamic ethical values, including proper conduct in social media use, responsibility, moderation, and self-control, were integrated into classroom instruction and school religious activities. Ethical reinforcement was also implemented through advice, habituation, and persuasive approaches to encourage students to manage their TikTok use wisely and proportionately. The findings imply that strengthening the role of IRE teachers is essential as a moral safeguard for students in navigating the challenges of digital culture. Therefore, schools should continuously support the integration of Islamic values-based digital literacy into IRE instruction to foster students’ ethical awareness, self-regulation, and responsible engagement with social media.]]>
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