Media Sosial dan Minat Belajar Pendidikan Agama Islam Pelajar di Era Digital
Abstract
Social media has become part of students’ daily lives and is increasingly used in Islamic Religious Education (PAI) instruction. However, evidence regarding its role in strengthening interest in learning remains dispersed across various platforms, educational levels, and pedagogical contexts. This study aimed to synthesize recent evidence regarding the role of social media in strengthening interest in learning PAI, identify supporting and inhibiting factors, and formulate pedagogical implications for PAI instruction in the digital era. The study employed a qualitative approach with a literature review design involving 25 traceable scholarly sources published between 2020 and 2026. The sources were selected based on their relevance to social media-assisted learning, digital literacy, student engagement, Islamic education, and PAI instruction. The data were analyzed through thematic coding and descriptive synthesis. The review revealed four main findings. First, social media can strengthen attention and interest in learning when materials are presented visually, concisely, contextually, and interactively and can be accessed repeatedly. Second, learning participation increases when students are not merely content consumers but are also involved in discussions and the creation of educational content. Third, the benefits of social media are influenced by teacher mediation, source credibility, digital literacy, and the alignment of its use with the curriculum and Islamic ethics. Fourth, distractions, misinformation, excessive use, the dominance of entertainment-oriented algorithms, and weak self-regulation can reduce learning quality. This review produced an integrative framework that positions interest in learning as the outcome of interactions among platform characteristics, pedagogical design, digital literacy, and Islamic digital ethics. In practical terms, PAI teachers need to integrate the curation of short-form content, guided discussions, reflective assignments, source verification, and balanced screen-use habits. Future studies need to test this framework through longitudinal and mixed-methods field studies.