Facing Generation Z in the Classroom: Management Innovations Modern Class in Islamic Education Learning

Abstract

Islamic Religious Education (PAI) learning faces complex challenges related to the characteristics of Generation Z who tend to be dependent on technology, prefer visual-interactive, and are less responsive to conventional methods. This descriptive qualitative research aims to analyze the challenges and innovations in PAI classroom management in dealing with Generation Z at the secondary school level in Madiun. Data were collected through in-depth interviews, classroom observations, and documentation studies involving 12 participants (consisting of PAI teachers, principals, and students) selected by purposive sampling . Data were analyzed using the Miles and Huberman model (data reduction, data presentation, and conclusion drawing) which was validated through triangulation of techniques and sources. The research findings indicate the main challenges are a decrease in classroom discipline, a decrease in students' attention span, and a digital divide between teachers and students. To overcome these challenges, teachers implement innovative strategies including digital media integration ( Kahoot , Quizizz , YouTube , Canva , Google Classroom ), active learning models ( Project- Based Learning , Problem- Based Learning , Flipped Classroom ), flexible classroom layout, and a participatory discipline approach . The success of this innovation is significantly supported by institutional factors through teacher professional training, provision of infrastructure, and adaptive policies. This study emphasizes the importance of synergy between teachers' digital pedagogical competencies and institutional support in creating effective, humanistic, and relevant Islamic Religious Education classroom management in the digital era.