Reorientasi Pembelajaran Pendidikan Agama Islam di Era Digital: Membangun Etika Media Sosial Sejak Pendidikan Dasar
DOI:
https://doi.org/10.51574/judikdas.v5i4.6015Keywords:
Pendidikan Agama Islam, Etika Media Sosial, Pendidikan DasarAbstract
Perkembangan teknologi digital menghadirkan tantangan baru bagi pembentukan etika dan karakter murid sekolah dasar, terutama dalam komunikasi daring, penyebaran informasi yang belum terverifikasi, perlindungan privasi, dan respons terhadap perundungan siber. Kondisi ini menunjukkan adanya kesenjangan antara pemahaman nilai-nilai moral dalam pembelajaran Pendidikan Agama Islam (PAI) dan penerapannya dalam kehidupan digital sehari-hari. Penelitian ini bertujuan merumuskan kerangka konseptual reorientasi pembelajaran PAI yang mengintegrasikan nilai-nilai keislaman dengan pengembangan etika bermedia sosial pada murid sekolah dasar. Penelitian menggunakan pendekatan kualitatif dengan metode studi kepustakaan (library research). Data diperoleh dari lima buku dan 34 artikel jurnal yang diterbitkan pada 2021–2026, kemudian dianalisis menggunakan metode sintesis tematik melalui tahapan pengodean teks, pengembangan tema deskriptif, dan perumusan tema analitis. Hasil kajian menghasilkan empat dimensi reorientasi pembelajaran PAI, yaitu reorientasi tujuan, konten, metode, dan ekosistem pembelajaran. Reorientasi tujuan menekankan aktualisasi akhlak dalam interaksi digital; reorientasi konten mengintegrasikan nilai tabayyun, kejujuran, amanah, tanggung jawab, kesantunan, dan penghormatan terhadap privasi; reorientasi metode mengutamakan keteladanan, studi kasus, diskusi, refleksi, dan pembiasaan; sedangkan reorientasi ekosistem menekankan kolaborasi antara guru, sekolah, dan orang tua. Kerangka ini menempatkan etika digital sebagai bagian integral dari pengamalan nilai-nilai Islam, bukan sekadar keterampilan menggunakan teknologi. Penelitian ini berkontribusi pada pengembangan landasan konseptual pembelajaran PAI yang kontekstual dan adaptif terhadap perkembangan teknologi. Namun, kerangka tersebut masih bersifat konseptual sehingga memerlukan pengujian empiris untuk mengetahui keterlaksanaan dan efektivitasnya dalam membentuk perilaku digital murid sekolah dasar.
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