Strategi Guru Pendidikan Agama Islam dalam Penguatan Karakter Religius Peserta Didik di Era Digital

Suhadi; Feri Riski Dinata

doi:10.59698/afeksi.v7i2.1103

Authors

Suhadi Institut Agama Islam Al Hikmah Lampung, Indonesia, Indonesia
Feri Riski Dinata Institut Agama Islam Al Hikmah Lampung, Indonesia, Indonesia

DOI:

https://doi.org/10.59698/afeksi.v7i2.1103

Keywords:

Guru PAI, Karakter Religius, Literasi Religius Digital, Keteladanan, Pembiasaan, Etika Digital

Abstract

Ekosistem digital memperluas sumber belajar keagamaan sekaligus memperbesar paparan peserta didik terhadap misinformasi, polarisasi, budaya komunikasi yang kasar, dan praktik bermedia yang tidak selalu selaras dengan nilai Islam. Artikel ini bertujuan menganalisis strategi guru Pendidikan Agama Islam (PAI) dalam memperkuat karakter religius peserta didik di era digital dan merumuskan mekanisme pedagogis yang menghubungkan pendidikan nilai dengan perilaku digital. Penelitian menggunakan tinjauan literatur integratif terhadap 38 artikel ilmiah peer-reviewed yang terbit pada 2021–2026 dan dapat ditelusuri melalui DOI atau laman jurnal. Literatur dianalisis secara tematik dengan fokus pada keteladanan, pembiasaan, internalisasi nilai, literasi religius digital, etika digital, kompetensi guru, serta kolaborasi sekolah–keluarga. Hasil sintesis menunjukkan empat strategi inti: (1) keteladanan religius yang diperluas menjadi keteladanan digital; (2) pembiasaan kegiatan keagamaan yang disertai pemaknaan reflektif; (3) integrasi nilai Islam ke dalam pembelajaran kontekstual berbasis problem kehidupan digital; dan (4) penguatan literasi religius digital melalui tabayyun, kurasi sumber, etika komunikasi, serta produksi konten positif. Efektivitas keempat strategi dipengaruhi kompetensi digital guru, budaya sekolah, keterlibatan keluarga, dan evaluasi perilaku yang berkelanjutan. Artikel ini menawarkan model konseptual penguatan karakter religius terintegrasi yang bergerak dari keteladanan, pembiasaan, internalisasi kontekstual, literasi religius digital, menuju aktualisasi karakter dalam ruang fisik dan digital. Temuan menegaskan bahwa teknologi tidak perlu diposisikan sebagai antitesis pendidikan agama; tantangan utamanya adalah memastikan bahwa pemanfaatan teknologi tunduk pada tujuan pedagogis, verifikasi pengetahuan, dan etika Islam.

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