Religious Education As A Form Of Implementation Of The First Principle Of Pancasila
Abstract
Religious education plays a strategic role in instilling the value of Belief in One God as the embodiment of the first principle of Pancasila. However, the development of digital technology poses new challenges to the process of internalising religious values, especially among children. This study aims to analyse the role of the family, community, and educational institutions in implementing the value of Belief in One God in the digital era. This study uses a qualitative descriptive approach with data collection techniques through observation, interviews, and documentation. Data analysis was conducted using the Miles and Huberman interactive model, including data reduction, data presentation, and conclusion drawing. The results of the study show that: (1) children's participation in religious educational institutions is still ongoing, but has undergone changes due to the increasing use of digital technology; (2) the role of society and parents in guiding children against the influence of social media greatly determines children's religious behaviour patterns; (3) the level of formal education of parents is not always directly proportional to the quality of religious education in the family, because busy work schedules often reduce the intensity of interaction with children. Therefore, it is necessary to revitalise religious education based on Pancasila values through collaboration between families, schools, and communities. The implementation of the value of Belief in One God needs to be realised not only through ritual activities but also through role modelling, positive habits, and the use of educational technology relevant to the character of the digital generation. The instilling of these values is an important foundation in shaping the character of Pancasila students who are faithful, devoted to God Almighty, and have noble character.
References
Adha, M. M., Ulpa, E. P., Johnstone, J. M., & Cook, B. L. (2019). Pendidikan Moral pada Aktivitas Kesukarelaan Warga Negara Muda (Koherensi Sikap Kepedulian dan Kerjasama Individu). Journal of Moral and Civic Education, 3(1), 28–37.
AlAjmi, M. K. (2022). The impact of digital leadership on teachers’ technology integration during the COVID-19 pandemic in Kuwait. International Journal of Educational Research, 112(January), 101928. https://doi.org/10.1016/j.ijer.2022.101928
Aminah, M. S. (2019). Implementasi Nilai-Nilai Pancasila Melalui Pelajaran PPKn Terhadap Pemebentukan Karakter Siswa Kelas VIII Di SMP Al Muhammad Cepu. In Rabit: Jurnal Teknologi dan Sistem Informasi Univrab (Vol. 1, Issue 1).
Azis, A., Abou-Samra, R., & Aprilianto, A. (2022). Online Assessment of Islamic Religious Education Learning. Tafkir: Interdisciplinary Journal of Islamic Education, 3(1), 60–76. https://doi.org/10.31538/tijie.v3i1.114
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice Hall.
Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press.
Chang, L. (2020). Cultural Diversity and Religious Education in Border Regions. Taylor & Francis.
Darling, N., & Steinberg, L. (1993). Parenting Style as Context: An Integrative Model. Psychological Bulletin, 113(3), 487–496.
Daud, S. N. M., Ahmad, A. H., & Ngah, W. A. S. W. (2020). Financialization, digital technology and income inequality. Taylor & Francis, 28(16), 1339–1343.
Gawise, G., Tolla, I., & Manda, D. (2022). The Validity and Practicality of Pancasila and Civic Education Learning Model Based on Local Wisdom. Universal Journal of Educational Research, 10(1), 79–88. https://doi.org/10.13189/ujer.2022.100108
Grusec, J. E., & Goodnow, J. J. (1994). Impact of Parental Discipline Methods on the Child’s Internalization of Values: A Reconceptualization of Current Points of View. Developmental Psychology, 30(1), 4–19.
Kasperson, R. E., Renn, O., & Slovic, P. (1988). The Social Amplification of Risk: A Conceptual Framework. Risk Analysis, 8(2), 177–187.
Kharismatunisa, I. (2023). Innovation and Creativity of Islamic Religious Education Teachers in Utilizing Digital-Based Learning Media. Scaffolding: Jurnal Pendidikan Islam Dan Multikulturalisme, 5(3), 519–538. https://doi.org/10.37680/scaffolding.v5i3.3700
Kohlberg, L., & Hersh, R. H. (2008). Moral development: A review of the theory. Journal of Moral Education, 37(1), 1–18.
Lickona, T. (1991). Educating for Character: How Our Schools Can Teach Respect and Responsibility. Bantam Books.
Madyawati, L., Marhumah, M., & Rafiq, A. (2021). Urgensi Nilai Agama Pada Moral Anak Di Era Society 5.0. Al-Hikmah: Jurnal Agama Dan Ilmu Pengetahuan, 18(2), 132–143. https://doi.org/10.25299/al-hikmah:jaip.2021.vol18(2).6781
Putra, P., Arnadi, A., & Putri, H. (2024). Strengthening Student’s Character through Religious Moderation Education in the Digitalization Era. Indonesian Journal of Islamic Education Studies (IJIES), 7(1), 58–69. https://doi.org/10.33367/ijies.v7i1.4857
Putra, P., Arnadi, & Putri, H. (2023). Tolerance Character Building through Religious Moderation Education in the Digital Era: Study in Elementary School on the Indonesia-Malaysia Border. JIP (Jurnal Ilmiah PGMI), 9(1), 167–176.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54–67.
Zulkipli, Z., Firmansyah, F., & Kanada, R. (2024). Utilization of Digital Technology in Marketing Education Services at Kusuma Bangsa High School Palembang. Al-Hijr: Journal of Adulearn World, 3(2), 287–300. https://doi.org/10.55849/alhijr.v3i2.587
Copyright (c) 2026 IJGIE (International Journal of Graduate of Islamic Education)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
