Digital Religious Literacy As A Foundation For Strengthening Moderate Islamic Education In The Era Of Information Disruption
DOI:
https://doi.org/10.64540/42jp2891Keywords:
Digital Religious Literacy, Moderate Islamic Education, Digital Literacy, Religious Moderation, Digital EthicsAbstract
Digital transformation has reconfigured the religious epistemic ecosystem by expanding access to, production of, distribution of, and negotiation over Islamic knowledge across various digital platforms. This condition presents pedagogical opportunities while simultaneously generating challenges in the form of disinformation, information fragmentation, shifts in religious authority, and decontextualized religious interpretations. This study aims to develop a conceptualization of digital religious literacy as an epistemic and pedagogical foundation for strengthening moderate Islamic education. The study employs a qualitative approach using a library research design and content analysis of academic literature, policy documents, and conceptual studies on digital literacy, religious literacy, media and information literacy, religious moderation, character education, and digital ethics. The analysis was conducted through identification, selection, coding, categorization, comparison, and thematic synthesis. The findings indicate that digital religious literacy constitutes a multidimensional construct integrating four key dimensions: epistemic evaluation, contextual interpretation, digital ethics, and responsible social participation. The principles of tabayyun (verification), amanah (trustworthiness), sidq (truthfulness), ‘adl (justice), rahmah (compassion), and maslahah (public benefit) can serve as normative foundations for developing students’ abilities to verify sources, evaluate arguments, understand contexts, reflect on the consequences of information, and communicate ethically. The novelty of this study lies in integrating digital literacy, religious literacy, character education, and religious moderation within a unified epistemic-pedagogical framework. This framework positions students as critical, reflective, ethical, and responsible epistemic subjects in navigating the complexity of religious information in digital spaces.
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