Islamic Religious Education Teachers’ Strategies for Mitigating the Moral Risks of Students’ Digital-Device Use: A Multi-Site Case Study in Indonesia

Abstract

The increasing use of digital devices among elementary students creates new moral challenges for Islamic Religious Education (IRE), particularly in relation to self-control, respectful communication, learning concentration, and responsible digital behavior. This study examined how IRE teachers at two public elementary schools in Karawang Regency, Indonesia, addressed these challenges through habituation (ta‘wid), role modelling (qudwah), and moral advice (mau‘izhah), drawing on Miskawayh’s moral-formation framework. Using a qualitative multi-site case study, data were collected through interviews, observations, and document analysis and compared across the two sites. The findings show that SD Negeri Pagadungan I implemented the three strategies in a more planned, documented, and institutionally supported manner, with stronger teacher–parent collaboration, whereas SD Negeri Tempuran II relied more on incidental guidance with more limited institutional coordination and parental involvement. More consistent responsible digital behavior was observed at the first site, while behavioral changes were less consistently observed at the second; these findings should be understood as qualitative patterns associated with differences in implementation rather than as causal effects. The study’s main contribution is to extend Miskawayh’s moral-education framework to digital-age elementary education by showing how ta‘wid, qudwah, and mau‘izhah are strengthened by leadership support, teacher preparation, facilities, and school–family collaboration.