Integrating Religious Moderation and Digital Literacy in Islamic Religious Education for Society 5.0
DOI:
https://doi.org/10.35723/jie.v11i2.730Keywords:
Digital Literacy, Islamic Religious Education, Religious Moderation, Society 5.0Abstract
This study aims to analyse the challenges of the Society 5.0 era toward Islamic Religious Education (PAI) and to formulate an integrative framework combining religious moderation and digital literacy as a strategic pedagogical response in the digital age. This study employs a qualitative approach using library research. Data were collected from relevant scholarly articles and academic publications discussing digital literacy, religious moderation, and the transformation of Islamic education in the context of Society 5.0. The data were analysed through content analysis involving thematic coding, conceptual categorisation, and descriptive-critical synthesis. The findings reveal two major dynamics within PAI in the Society 5.0 era: opportunities for technology-based pedagogical innovation and socio-epistemic risks, including polarisation, misinformation, and echo chamber phenomena in digital spaces. The integration of religious moderation and digital literacy strengthens students' digital civic competence, reflective religious reasoning, and balanced religious character formation. This study is limited to conceptual and literature-based analysis; therefore, further empirical research is required to examine practical implementation models in educational institutions. Unlike previous studies that generally discuss religious moderation and digital literacy as separate domains within Islamic Religious Education, this study conceptually integrates both dimensions into a unified pedagogical framework for responding to the socio-epistemic challenges of the Society 5.0 era. This study proposes an integrative conceptual framework positioning Islamic Religious Education as an epistemic and moral safeguard in responding constructively and transformatively to the dynamics of Society 5.0.
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