THE ROLE OF TEACHERS IN STUDENTS’ DIGITAL LITERACY TO REDUCE LOGICAL FALLACIES IN DA’WAH CONTENT IN THE ERA OF DISRUPTION

Abstract

The digital era has changed the way religious preaching is delivered and received by the public, especially the younger generation. Social media has become a means of spreading Islamic teachings that is easily accessible but not always delivered by figures who are competent in religious knowledge. Preaching without knowledge that is widely circulated on digital platforms causes misunderstanding and even deviation in religion, especially among students. They are more interested in viral content than scientific studies delivered by Islamic Education teachers. This study aims to identify forms of religious preaching that are not based on knowledge, analyze their impact on students' religious understanding, and examine the strategic role of Islamic Education teachers in guiding students to deal with incorrect digital information. Using a descriptive qualitative approach through literature study, this research found that Islamic Education teachers not only act as teachers but also as educators, facilitators of religious digital literacy, and creators of alternative, valid, and educational da'wah content. Strengthening the role of Islamic Education teachers is crucial in maintaining the purity of Islamic teachings amid the overwhelming flow of information that may not be accurate according to Islamic law.