<![CDATA[The rise of social media has transformed the landscape of learning and religious authority for Generation Z, while simultaneously giving rise to increasingly complex polarization of religious narratives in the digital space. This situation presents new challenges for Islamic Religious Education in fostering a moderate mindset among students. This study aims to analyze the pedagogy of Islamic Religious Education in fostering a moderate mindset among Generation Z amidst the polarization of digital religious discourse at MAN 1 Jombang. The research employs a qualitative approach with a case study design. Participants include Islamic Religious Education teachers, students, the vice principal for curriculum, and the school committee. Data were collected through in-depth interviews, participatory observation, and document analysis, and were subsequently analyzed using an interactive analysis model. The results indicate that students’ digital religious experiences are characterized by the dominance of social media as a source of religious knowledge, the fragmentation of religious authority, and exposure to diverse religious narratives. These conditions were addressed through dialogic, reflective, and contextual pedagogy by strengthening critical digital literacy, the practice of tabayyun, reflective discussions, and the internalization of the value of religious moderation in madrasah learning and culture. This study produced a model for reconstructing Generation Z’s moderate consciousness, demonstrating that religious moderation is formed through a dynamic interaction between digital religious experiences, the fragmentation of religious authority, dialogic pedagogy, critical digital literacy, and madrasah culture.]]>
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