PERSPECTIVES ON ISLAMIC EDUCATION TEACHERS’ STRATEGIES FOR GUIDING STUDENTS’ DIGITAL BEHAVIOR: INSIGHTS FROM INDONESIA AND THE PHILIPPINES

Reffy Ananda Rizki, Akhmad Kharis Kurniawan, Eka Ayuniar, Rizqiah Asyaurah, Mulyadi Mulyadi, Benjamin Langle, Allen Christian V. Torres

Abstract


The increasing use of the internet among adolescents in Southeast Asia brings both opportunities and risks, particularly in shaping behavior and values. In Indonesia and the Philippines, where Muslim youth are actively engaged in digital environments, Islamic education teachers play a crucial role in guiding students toward responsible digital practices rooted in Islamic principles. This study aims to explore their strategies in fostering ethical digital behavior. Using a qualitative research design, data were collected through semi-structured interviews with two informants: a Pendidikan Agama Islam (PAI) teacher from Indonesia and an Arabic Language and Islamic Values Education (ALIVE) teacher from the Philippines. The data were analyzed thematically following Miles, Huberman, and Saldaña’s model. Three main themes emerged: teachers’ perspectives on internet use, approaches to guiding digital behavior, and supervision of internet misuse. Findings show that while both teachers view the internet as a valuable educational tool, the Indonesian teacher emphasizes faith and piety as the foundation for online engagement, whereas the Filipino teacher integrates digital literacy and critical thinking into instruction. In addressing misuse, Indonesian teachers involve parental collaboration, while Filipino teachers apply stricter monitoring and disciplinary measures. The study concludes that effective digital guidance requires a holistic approach that unites Islamic values, interactive pedagogy, and critical awareness to cultivate digitally literate and morally grounded Muslim youth.

Keywords


Islamic Education; Digital Behavior; Teachers’ Strategies

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DOI: https://doi.org/10.17509/mimbardik.v10i4.92052

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