Prophetic Communication-Based Public Speaking Training in Enhancing Digital Resilience and Academic Efficacy of Students at SMAN 1 Meureubo, Coastal West Aceh
The rapid flow of disinformation and digital pragmatism in the cyber era triggers sociocultural vulnerabilities and the phenomenon of "intellectual silence" among the younger generation in the Southwest coastal region (Barsela) of Aceh Province, which holds special autonomy in enforcing Islamic Sharia. This community service initiative aims to strengthen students' digital and academic resilience by integrating Prophetic Communication principles (Siddiq, Amanah, Tabligh, and Fathanah) as a local ethical fortress aligned with regional sharia values. The target partners are 35 Grade XI students of SMAN 1 Meureubo, West Aceh Regency, selected specifically based on a baseline assessment indicating low basic digital literacy indexes and high communication apprehension in the coastal school environment. The method applied is the Asset-Based Community Development (ABCD) approach, implemented through systematic stages: Asset Mapping, Action Phase (Prophetic Cyber Workshop), and Integrated Evaluation. The measurement of comprehension levels uses a structured Likert-scale questionnaire across pre-test and post-test phases. The results demonstrate a significant quantitative increase of 42.3% in students' digital literacy competence based on Islamic ethics, with the average score leaping from an initial 48.3 to 78.6. Furthermore, the concrete output successfully produced by the students includes 35 youth scientific paper drafts grounded in coastal local wisdom. In conclusion, the internalization of prophetic communication effectively serves as a moral shield and an academic capability accelerator for Generation Z in the coastal region of West Aceh.
Digital transformation in Indonesia has increased internet penetration to 80.66% of the national population. This condition has provided positive impacts on information technology development, but at the same time has created new threats in the form of radicalism dissemination through cyberspace. Young people, especially Generation Z, are the most vulnerable group exposed to radical propaganda through social media, short-video platforms, online games, and digital communication applications. This study aims to analyze the strengthening of the role of the Indonesian Ulema Council (MUI) in digital literacy regarding the dangers of radicalism in order to strengthen National Resilience. The study uses a qualitative method with a descriptive-analytical approach through literature review of official documents, MUI fatwas, government reports, and institutional data contained in the Individual Working Paper of the National Leadership Consolidation Education (P3N) XXVII Lemhannas RI 2026. The results indicate that the threat of digital radicalism is increasing due to low public digital literacy and the dominance of exclusive religious narratives in cyberspace. MUI possesses moral legitimacy and a high level of public trust as a national religious authority; however, the implementation of moderate digital preaching remains suboptimal. Therefore, strengthening strategies are needed through MUI digital transformation, integration of national religious digital literacy, strengthening cyber preachers, early warning systems for radical narratives, youth protection based on family and community, and strengthening cyberspace regulations. These strategies are expected to improve society’s cognitive immunity against radical ideologies and strengthen Indonesia’s National Resilience.
M. Ihsan, Afi Parnawi, Hamka· Jurnal Multidisiplin Madani· 0 citations
Radicalism in educational settings is a strategic issue that demands serious attention, especially amid the growing influence of religious ideologies that infiltrate through digital spaces and school social interactions. This study aims to map the levels of inclusiveness, religious moderation, tolerance, and national commitment in public schools in Denpasar City to understand their potential, strengths, and vulnerabilities in building Zero Radicalism Schools. This issue is vital because Bali is generally considered a region with a strong culture of tolerance, but this assumption may mask latent vulnerabilities that are not immediately apparent. The study employs a convergent mixed-methods design, combining quantitative surveys, interviews, observations, and document analysis across four public schools in Denpasar. Survey results indicate high levels of inclusiveness and religious moderation across all schools, while qualitative data highlight teachers as key actors in fostering a harmonious religious climate. Nevertheless, quantitative indicators related to anti-violence culture and interfaith literacy show fluctuating patterns, a finding further explained by qualitative evidence of uneven program implementation. These integrated findings suggest that Denpasar’s schools are well positioned to develop a Zero Radicalism School model, although improvements in digital literacy, peace education, and monitoring systems remain necessary.
Emawati Emawati, Anisatun Muthi’ah, Lailatuzz Zuhriyah et al.· Jurnal Ilmiah Islam Futura· 0 citations
The rapid advancement of digital technology has transformed educational practices while simultaneously creating ethical challenges for students, including cyberbullying, digital plagiarism, misinformation, privacy violations, and the irresponsible use of social media and artificial intelligence (AI). These challenges indicate that digital literacy alone is insufficient without strengthening digital ethics and moral responsibility. This study aims to analyze the role of Social Studies learning grounded in Ki Hajar Dewantara's Tri-Center Education philosophy in strengthening students' digital ethics in the digital era. A qualitative approach was employed through a literature review by analyzing and synthesizing 42 scholarly publications published between 2018 and 2025, comprising peer-reviewed national and international journal articles, books, and policy documents from UNESCO and OECD. The literature was synthesized using a thematic synthesis approach involving literature identification, screening, coding, categorization, and interpretation to identify key themes and conceptual relationships. The findings demonstrate that integrating the three educational environments family, school, and community—creates a holistic educational ecosystem that effectively promotes ethical digital citizenship. Social Studies learning contributes to developing critical thinking, empathy, responsibility, integrity, collaboration, respect for diversity, and ethical decision-making in digital contexts. Furthermore, Ki Hajar Dewantara's educational principles of Ing Ngarsa Sung Tuladha, Ing Madya Mangun Karsa, and Tut Wuri Handayani, reinforced by the Among System, emphasize teachers' roles as moral exemplars, facilitators, and mentors in guiding students toward responsible digital behavior. The study's primary conceptual contribution is the development of an integrative framework that connects Tri-Center Education, character education, digital citizenship, AI ethics, and Social Studies learning as a foundation for strengthening students' digital ethics. This framework offers a culturally grounded and humanistic approach to preparing digitally responsible citizens who demonstrate moral integrity, critical awareness, social responsibility, and constructive participation in the increasingly interconnected digital society of the twenty-first century.
Ida Karim Ustawun Khasanah, Yanuar Bagas Arwansyah, Victor Novianto· International Conference on...· 0 citations
Social change, digital transformation, and evolving labour market demands require Islamic education to cultivate religious, adaptive, critical, and socially engaged students. This study explores how the values of Risalah Islam Berkemajuan are internalised in vocational education at SMK Muhammadiyah Tanjung Selor. Using a qualitative case study design, data were collected through semi-structured interviews and document analysis. Hybrid thematic analysis combined inductive interpretation of participants’ experiences with deductive analysis based on the framework of Risalah Islam Berkemajuan. The findings reveal five patterns: adaptive religious learning rooted in the Qur’an and Sunnah; tauhid as the foundation of character formation; learning innovation, critical thinking, and a culture of knowledge; integration of religion and knowledge through social and environmental responsibility; and student participation in socio-religious life. These values are internalised through faith, pedagogical innovation, knowledge development, and social practice.
Darul Qutni Hakiki, Ilham Kamaruddin, Hamdani Saleh et al.· Al-Hikmah: International Jou...· 0 citations
This study aims to analyze the implementation of constitutional values through Pancasila Education in character building of students at Muhammadiyah Senior High School in Makassar City, identify supporting and inhibiting factors, and examine teacher strategies in the process of internalizing values. The study used a qualitative approach with a descriptive type through in-depth interviews, observation, and documentation techniques with the principal, Pancasila Education teachers, and students. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña with validity testing through triangulation. The results of the study indicate that the internalization of constitutional values is implemented integratively through intracurricular learning, school culture, and character building that forms nationalism, democracy, responsibility, tolerance, legal awareness, justice, and mutual cooperation. The main supporting factors include school culture, teacher role models, school leadership, and parental involvement, while social media and low discipline are the dominant obstacles. The novelty of this study produces the Constitutional Character Ecosystem Model, which emphasizes that the formation of constitutional character is the result of the interaction between constitutional learning, school culture, teacher role models, and continuous character building.
Umar Syam, Mustaring Mustaring, Najamuddin Najamuddin et al.· SEIKAT: Jurnal Ilmu Sosial,...· 0 citations
The increasing use of social media among adolescents presents challenges for character development in schools, particularly in digital communication ethics, responsible information sharing, cyberbullying, and self-regulation. This highlights the need to integrate digital literacy with character education to promote responsible online behavior. This community engagement program aimed to strengthen students’ digital morals and ethics through the Civilized School Program at SMA Negeri 2 Plus Panyabungan, Indonesia. The program involved 30 students from grades X–XII and used an educational-participatory approach supported by teachers and school staff. Activities included digital ethics counseling, training on healthy digital communication, cyberbullying case simulations, reflective discussions, student-led digital campaigns, and the formation of student character ambassadors. Program evaluation used a mixed-method design involving pretest-posttest questionnaires, observations, reflections, and teacher interviews. Quantitative results showed an increase in average scores from 60.1% to 87.1%, representing a 27.0 percentage-point improvement across five indicators: digital communication ethics, awareness of cyberbullying, social empathy, responsible social media use, and self-regulation. Qualitative findings indicated improved student behavior, including more cautious online communication, more selective information sharing, and greater respect for others’ opinions. Overall, the program contributed to fostering a more ethical and responsible digital culture within the school. The Civilized School Program demonstrates potential as a participatory school-based model for integrating digital literacy and character education among adolescents.
