Literasi Digital Islami: Upaya Menangkal Radikalisme di Kalangan Pelajar
DOI:
https://doi.org/10.32478/tenddt32Keywords:
Literasi Digital Islam, Pencegahan Radikalisme, Pendidikan SiswaAbstract
Islamic Digital Literacy (IDL) is an integrative effort that combines digital competencies with Islamic values such as truth, honesty, noble character, and religious moderation. IDL emerges as a response to the challenges of the Industrial Revolution 4.0 and Society 5.0 era, where the rapid flow of information, hoaxes, hate speech, and radical propaganda pose serious threats to young generations, particularly students. The phenomenon of radicalism among students reflects their vulnerability to extremist ideologies that exploit social media for recruitment and dissemination of intolerant narratives. In this context, IDL serves a strategic role as an ideological filter, a means to strengthen critical awareness, and a digital da’wah medium promoting moderation. The roles of schools/madrasahs, teachers, parents, and communities are crucial in internalizing IDL through curriculum integration, contextual learning, parental supervision, and supportive social ecosystems. However, IDL implementation still faces challenges, including curriculum limitations, insufficient teacher capacity, and the dominance of social media algorithms amplifying manipulative content. Therefore, IDL must be developed collaboratively, systematically, and contextually to function effectively as a preventive strategy against radicalism while fostering a moderate and civilized digital culture.
Literasi Digital Islam (LDI) merupakan upaya terpadu yang menggabungkan kompetensi digital dengan nilai-nilai Islam, seperti kebenaran, kejujuran, akhlak mulia, dan moderasi agama. LDI muncul sebagai respons terhadap tantangan era Industry 4.0 dan Society 5.0, di mana arus informasi yang cepat, hoaks, ujaran kebencian, dan propaganda radikal menjadi ancaman serius bagi generasi muda, terutama siswa. Fenomena radikalisme di kalangan siswa mencerminkan kerentanan terhadap ideologi ekstremis yang memanfaatkan media sosial untuk perekrutan dan penyebaran narasi intoleran. Dalam konteks ini, LDI berperan strategis sebagai filter ideologis, sarana untuk memperkuat kesadaran kritis, dan media dakwah digital yang mempromosikan moderasi. Peran sekolah atau madrasah, guru, orang tua, dan komunitas sangat krusial dalam menginternalisasi LDI melalui integrasi kurikulum, pembelajaran kontekstual, pengawasan orang tua, dan ekosistem sosial yang mendukung. Namun, implementasi LDI masih menghadapi tantangan, termasuk keterbatasan kurikulum, kapasitas guru yang belum memadai, dan dominasi algoritma media sosial yang memperkuat konten manipulatif. Oleh karena itu, LDI harus dikembangkan secara kolaboratif, sistematis, dan kontekstual agar berfungsi efektif sebagai strategi pencegahan radikalisme sambil memupuk budaya digital yang moderat dan beradab.
Kata Kunci: Literasi Digital Islam, Pencegahan Radikalisme, Pendidikan Siswa.
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RABBAYANI: Jurnal Pendidikan dan Peradaban Islami
