Digital Moderation in Islamic Education: Literacy, Ethics, and Relevant Da'wah Content

Abstract

The digital era presents great opportunities for Islamic education through the utilization of social media, e-learning platforms, and religious learning applications, but also poses challenges in the form of hoaxes, hate speech, and da'wah content that is not in line with the principles of Islamic moderation (wasathiyah). This research aims to analyze the role of digital moderation in Islamic education, especially in the aspects of literacy, ethics, and relevant da'wah content. The method used is a qualitative approach with case studies in several Islamic education institutions through in-depth interviews, observation of digital learning practices, and review of da'wah content. The results show that teachers and students are getting used to utilizing digital platforms, but the level of digital literacy is still diverse; the application of media ethics has not been consistent due to the lack of official guidelines; and digital da'wah content faces validity and relevance issues. The main barriers identified include limited technological facilities, teachers' pedagogical readiness and lack of social support from parents and the community. The conclusion of this study confirms that digital moderation plays an important role in shaping Islamic education that is adaptive, inclusive, and in accordance with the mission of Islam rahmatan lil 'alamin. The integration of digital literacy, media ethics, and moderate dakwah content can strengthen the character of students as Pancasila students who are religious, critical, and socially concerned, so a systematic strategy based on collaboration between schools, parents, and the community is needed.