Student Management in Strengthening Religious Culture Amid the Negative Impacts of Social Media
DOI:
https://doi.org/10.59944/postaxial.v3i4.2272Keywords:
Student Management; Religious Culture; Islamic Education; Social Media; Character DevelopmentAbstract
The widespread use of social media has created new challenges for Islamic educational institutions in nurturing students’ religious character, self-discipline, and moral responsibility. This study aims to examine student management in strengthening religious culture amid the negative impacts of social media, focusing on program planning and implementation, strategies for religious value internalization, and the supporting and inhibiting factors influencing these efforts. Employing a qualitative phenomenological approach, the study involves 12 informants selected purposively from relevant educational stakeholders. Data are collected through semi-structured interviews, observation, and documentation, then analyzed thematically to identify patterns of institutional practice and participants’ experiences. The study is conceptually informed by Schein’s organizational culture theory, Bandura’s social learning and social cognitive theories, Kelman’s framework of attitude change, and the European Commission’s Digital Competence Framework. The analysis highlights the importance of integrating systematic student management with religious habituation, educator role modelling, persuasive guidance, and responsible digital literacy. Religious activities, including Qur’anic recitation, congregational prayer, and the cultivation of polite behaviour, can provide meaningful opportunities for character development when supported by consistent educational practices and students’ understanding of their underlying values. Furthermore, social media should be approached not exclusively as a source of risk but also as a digital environment requiring critical evaluation, ethical awareness, and self-regulation. The study underscores the need for Islamic educational institutions to move beyond compliance-oriented religious routines toward a more integrated approach that connects institutional culture, students’ personal responsibility, and ethical digital participation. This perspective offers an analytical foundation for developing student management practices that remain responsive to contemporary technological challenges while sustaining the educational and moral purposes of Islamic education.
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