CABARAN DAN STRATEGI PENDIDIKAN ISLAM ERA DIGITAL UNTUK GENERASI ALPHA: ANALISIS PERBANDINGAN DI BRUNEI, MALAYSIA DAN INDONESIA
[CHALLENGES AND STRATEGIES OF ISLAMIC EDUCATION IN THE DIGITAL ERA FOR GENERATION ALPHA: A COMPARATIVE ANALYSIS IN BRUNEI, MALAYSIA, AND INDONESIA]
Keywords:
Pendidikan Islam, Generasi Alpha, Era Digital, Strategi Pengajaran, Analisis Perbandingan, Brunei, Malaysia, Indonesia, Islamic Education, Generation Alpha, Digital Era, Teaching Strategies, Comparative Analysis, Brunei, Malaysia, IndonesiaAbstract
Abstrak: Kajian ini membincangkan cabaran dan strategi pendidikan Islam dalam era digital untuk Generasi Alpha melalui analisis perbandingan di Brunei, Malaysia dan Indonesia. Generasi ini memerlukan pendekatan pendidikan yang seimbang antara kemajuan teknologi dan nilai-nilai Islam. Kajian ini menggunakan kaedah kualitatif melalui analisis kandungan terhadap dokumen, jurnal, dan buku ilmiah yang berkaitan dengan pelaksanaan pendidikan Islam digital di ketiga-tiga negara. Hasil kajian menunjukkan bahawa terdapat persamaan dan perbezaan dalam pendekatan yang diambil oleh ketiga-tiga negara, terutamanya dalam aspek integrasi teknologi, latihan guru, kurikulum berasaskan nilai Islam, serta penglibatan ibu bapa. Antara cabaran utama ialah jurang digital, kekurangan sumber digital Islamik yang sahih, dan kesenjangan literasi digital dalam kalangan pendidik dan pelajar. Kajian ini mencadangkan strategi holistik berteraskan Maqasid Syariah dan pedagogi berpusatkan pelajar untuk mengukuhkan pendidikan Islam yang adaptif terhadap perubahan zaman digital. Implikasi kajian ini memberi sumbangan kepada dasar pendidikan Islam serantau dan pembangunan model pendidikan Islam digital yang lebih mampan dan inklusif.
Abstract: This study discusses the challenges and strategies of Islamic education in the digital era for Generation Alpha through a comparative analysis of Brunei, Malaysia, and Indonesia. This generation requires an educational approach that balances technological advancement with Islamic values. The study employs a qualitative methodology using content analysis of documents, scholarly journals, and books related to the implementation of digital Islamic education in the three countries. The findings reveal both similarities and differences in the approaches adopted, particularly in terms of technology integration, teacher training, values-based curriculum, and parental involvement. Key challenges identified include the digital divide, the lack of authentic Islamic digital resources, and the gap in digital literacy among educators and students. The study proposes a holistic strategy grounded in Maqasid Shariah and student-centered pedagogy to strengthen Islamic education that is responsive to the dynamics of the digital age. The implications of this study contribute to regional Islamic education policy and the development of a more sustainable and inclusive model of digital Islamic education.
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