Digital Religious Literacy and Religious Moderation among Madrasah Students in Batu City
Abstract
The rapid expansion of digital technology is reshaping how madrasah adolescents learn and express religion. This study explores digital religious literacy and religious moderation among students at MTsN Kota Batu using a descriptive qualitative design. Data were collected through open-ended questionnaires from 30 students, in-depth interviews with three students, and classroom and school-environment observations. Analysis followed Miles and Huberman’s interactive model of data reduction, data display, and conclusion drawing. Findings show that personal devices and platforms such as YouTube, TikTok, and WhatsApp dominate students’ access to religious knowledge, while verification of content remains limited and authority-centred. Practices of moderation appear in respectful interaction, observance of online ethics, and avoidance of provocative debates, although critical reflection is still shallow. Theoretically, this study further clarifies the link between digital religious literacy and moderation in an Indonesian madrasah context. Practically, it offers empirical input for school programs that strengthen critical digital religious literacy.
Perluasan teknologi digital yang begitu cepat mengubah cara remaja madrasah belajar dan mengekspresikan keberagamaan. Penelitian ini mengeksplorasi literasi keagamaan digital dan moderasi beragama pada siswa MTsN Kota Batu dengan menggunakan desain kualitatif deskriptif. Data dikumpulkan melalui kuesioner terbuka kepada 30 siswa, wawancara mendalam dengan tiga siswa, serta observasi kelas dan lingkungan sekolah. Analisis data mengikuti model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Temuan menunjukkan bahwa gawai pribadi serta platform seperti YouTube, TikTok, dan WhatsApp mendominasi akses siswa terhadap pengetahuan keagamaan, sementara verifikasi konten masih terbatas dan berpusat pada otoritas figur agama. Praktik moderasi tampak dalam interaksi yang saling menghormati, kepatuhan terhadap etika komunikasi daring, dan penghindaran debat provokatif, meskipun refleksi kritis masih dangkal. Secara teoretis, studi ini memperjelas hubungan antara literasi keagamaan digital dan moderasi dalam konteks madrasah di Indonesia. Secara praktis, penelitian ini menawarkan masukan empiris bagi program sekolah yang memperkuat literasi keagamaan digital yang kritis.
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DOI: https://doi.org/10.17509/t.v12i2.91090
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