Nurul Hafidzah, Hayati Arifah Al-Bahri, Gusmaneli Gusmaneli

Strategi Pembelajaran PAI untuk Mengatasi Krisis Moral di Kalangan Remaja Era Digital

Introduction

Strategi pembelajaran pai untuk mengatasi krisis moral di kalangan remaja era digital. Strategi pembelajaran PAI untuk mengatasi krisis moral remaja di era digital. Tingkatkan nilai agama, metode interaktif, peran guru, dan kolaborasi sekolah-orang tua. Bentuk karakter Islami.

Abstract

The moral crisis affecting adolescents in the modern era poses a serious challenge to the world of education, particularly Islamic Religious Education (PAI). Phenomena such as declining morals, deviant behavior, and low moral awareness demonstrate the need for strategic efforts in developing adolescent character. This article aims to examine various PAI strategies in addressing the adolescent moral crisis, including strengthening religious values, implementing interactive and participatory learning methods, teacher role models (uswah hasanah), utilizing social media as a means of moral education, collaboration between schools and parents, and developing religious-based extracurricular activities. Through the implementation of these strategies, it is hoped that PAI learning can be more effective in instilling moral and spiritual values ​​in adolescents, thereby forming a generation with Islamic character, noble morals, and capable of facing the moral challenges of the digital era.

Review

The article "Strategi Pembelajaran PAI untuk Mengatasi Krisis Moral di Kalangan Remaja Era Digital" addresses a highly pertinent and critical issue facing contemporary education: the moral crisis among adolescents in the digital age, specifically within the context of Islamic Religious Education (PAI). The abstract effectively highlights the urgency of this challenge, citing declining morals, deviant behavior, and low moral awareness as significant indicators. This topic is undoubtedly of paramount importance, given the rapid societal shifts and technological influences impacting youth character development. The stated aim to examine various PAI strategies to counteract this crisis positions the article as a timely and valuable contribution to discussions on educational responses to modern moral dilemmas. The abstract outlines a comprehensive set of strategies proposed for PAI learning, which appear well-conceived and multifaceted. These include foundational elements like strengthening religious values and teacher role models (uswah hasanah), alongside more modern and practical approaches such as implementing interactive and participatory learning methods. Crucially, the recognition of social media as a tool for moral education and the emphasis on collaboration between schools and parents demonstrate a contemporary understanding of the ecosystem influencing adolescent morality. Furthermore, the inclusion of religious-based extracurricular activities provides an avenue for holistic character building beyond the formal classroom setting. These combined strategies suggest a robust framework designed to instill moral and spiritual values effectively. Overall, the article, as presented in the abstract, offers a promising conceptualization for addressing a complex problem. The strength lies in its comprehensive approach, integrating both traditional Islamic pedagogical principles and innovative methods relevant to the digital era. While the abstract effectively outlines the proposed strategies, a full article would greatly benefit from detailing the theoretical underpinnings, empirical evidence supporting the efficacy of these strategies, and practical implementation challenges. The aspiration for PAI learning to foster a generation with Islamic character and noble morals, capable of navigating digital-era moral challenges, underscores the significant potential impact of this research. This work provides a valuable starting point for educators and policymakers seeking actionable strategies to enhance moral education.

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