ISLAMIC EDUCATION IN THE POST-TRUTH ERA: STRENGTHENING MEDIA LITERACY AND CRITICAL THINKING

Abstract

The development of digital technology and social media has led to the emergence of the post-truth phenomenon, a condition in which opinions and emotions influence public perception more than objective facts. This phenomenon poses challenges for the education sector, including Islamic education, because students are increasingly exposed to unverified information that can potentially lead to misunderstandings of religious teachings. This study aims to analyze the impact of the post-truth era on Islamic education, examine the role of media literacy in the learning process, and identify strategies of Islamic education in developing a critical generation amid the flood of digital information. This research employs a qualitative approach using a literature review method by examining various scientific sources relevant to the research topic. Data collection was conducted through the exploration and review of scientific journal articles related to the post-truth phenomenon, media literacy, and Islamic education. The collected data were analyzed descriptively to understand the relationship between the post-truth phenomenon and the strengthening of Islamic education. The results show that the post-truth era requires Islamic education not only to focus on the transmission of religious knowledge but also to develop students’ media literacy and critical thinking skills. Therefore, the integration of media literacy in Islamic education is a strategic effort to develop Muslim generations who are able to filter information wisely and responsibly.