Literasi Keagamaan Digital Generasi Z dalam Perspektif Pendidikan Islam: Strategi Penguatan Moderasi Beragama

Abstract

Digital transformation has reshaped the ways Generation Z accesses, learns, and interprets religious knowledge. Access to diverse religious sources through digital media provides opportunities for more flexible and participatory learning, while simultaneously presenting challenges related to the diversity of religious authorities, information credibility, and interpretive differences. Previous studies have examined digital religion, religious literacy, Generation Z, and religious moderation; however, studies integrating Generation Z’s characteristics as religious learners, the pedagogical role of Islamic Education, and digital religious literacy as a mechanism for strengthening religious moderation remain limited. This study aims to analyze the characteristics of Generation Z as religious learners within the digital ecosystem, identify the role of Islamic Education in responding to changes in their learning patterns and religious knowledge-seeking practices, and examine the relationship between digital religious literacy and the strengthening of religious moderation. This study employs a systematic literature review approach guided by the PRISMA 2020 framework. Data were collected through a systematic search of scholarly articles in academic databases using inclusion criteria concerning Generation Z, digital religious literacy, Islamic Education, and religious moderation, and were subsequently analyzed thematically. The synthesis indicates that Generation Z is characterized as self-directed learners who are highly digitally connected, engage with diverse religious sources and authorities, and tend to use multimodal and participatory learning formats. These conditions require Islamic Education to reconstruct its pedagogical role from merely transmitting knowledge to facilitating access to, verification of, interpretation of, and reflection on digital religious information. Furthermore, digital religious literacy can contribute to strengthening religious moderation through the ability to evaluate source credibility, compare religious perspectives, understand differences, engage in dialogue, and critically reflect on religious information. Thus, digital religious literacy can be positioned as a pedagogical competency that connects religious learning in digital spaces with the development of a critical, inclusive, and balanced religious orientation among Generation Z.