Micro-Learning Keagamaan di Media Sosial: Tantangan Kedalaman Materi dalam Pendidikan Agama Islam Digital
Keywords:
Islamic Religious Education, religious microlearning, digital Islamic education, pedagogical depth, social media learningAbstract
The rapid expansion of social media has transformed the landscape of informal religious learning, making short-form religious microlearning increasingly accessible to Muslim digital audiences. While existing studies have widely emphasized the communicative reach, accessibility, and engagement potential of digital religious content, limited attention has been given to its pedagogical adequacy within the framework of Islamic Religious Education. This study examines the extent to which short-form religious microlearning content on social media provides sufficient pedagogical depth to support meaningful Islamic learning. Using a qualitative evaluative content analysis design, this study analyzed 180 publicly accessible short-form Islamic religious videos on TikTok, selected through purposive sampling from content published between January and June 2026. Data were evaluated using the Pedagogical Depth Deficit Framework developed in this study, integrating microlearning theory, deep learning pedagogy, and Islamic Religious Education perspectives. The analysis focused on conceptual depth, contextual integrity, scriptural integrity, reflective potential, ethical complexity, dialogic openness, and overall pedagogical sufficiency. The findings indicate that while religious microlearning demonstrates strong accessibility and rapid message delivery, most content exhibits limited pedagogical depth, particularly in conceptual elaboration, reflective engagement, contextual explanation, and dialogic openness. These patterns suggest that short-form religious content functions more effectively as religious informational exposure than as substantive Islamic learning. This study contributes conceptually by introducing the notions of pedagogical compression and pedagogical depth deficit as analytical lenses for evaluating digital religious learning. Practically, the findings underscore the need for more pedagogically responsible design in digital Islamic education, particularly when integrating social media-based microlearning into Islamic Religious Education contexts.
References
H. A. Campbell, “Surveying theoretical approaches within digital religion studies,” New Media & Society, vol. 19, no. 1, pp. 15–24, 2017. https://dx.doi.org/10.1177/1461444816649912
H. A. Campbell and A. Vitullo, “Assessing changes in the study of religious communities in digital religion studies,” Church, Communication and Culture, vol. 1, no. 1, pp. 73–89, 2016. https://dx.doi.org/10.1080/23753234.2016.1181301
G. Evolvi, “Religion and the internet: digital religion, (hyper)mediated spaces, and materiality,” Zeitschrift für Religion, Gesellschaft und Politik, vol. 6, pp. 9–25, 2022. https://dx.doi.org/10.1007/s41682-021-00087-9
H. A. Campbell, Digital Creatives and the Rethinking of Religious Authority. London: Routledge, 2021.
S. M. Hoover, Religion in the Media Age, 2nd ed. London: Routledge, 2021.
T. Hug, “Mobile learning as microlearning,” International Journal of Mobile and Blended Learning, vol. 2, no. 4, pp. 47–57, 2010. https://dx.doi.org/10.4018/jmbl.2010100104
J. C. De Gagne, J. Park, K. Hall, N. Woodward, H. Yamane, and S. Kim, “Microlearning in health professions education,” JMIR Medical Education, vol. 5, no. 2, e13997, 2019. https://dx.doi.org/10.2196/13997
A. Torgerson and P. Iannone, “When I say microlearning,” Medical Education, vol. 56, no. 8, pp. 791–792, 2022. https://dx.doi.org/10.1111/medu.14863
C. Greenhow and C. Lewin, “Social media and education: reconceptualizing the boundaries of formal and informal learning,” Learning, Media and Technology, vol. 41, no. 1, pp. 6–30, 2016. https://dx.doi.org/10.1080/17439884.2015.1064954
S. Manca, “Snapping, pinning, liking or texting: investigating social media in higher education beyond Facebook,” Internet and Higher Education, vol. 44, 100707, 2020. https://dx.doi.org/10.1016/j.iheduc.2019.100707
J. M. Halstead, “An Islamic concept of education,” Comparative Education, vol. 40, no. 4, pp. 517–529, 2004. https://dx.doi.org/10.1080/0305006042000284510
W. M. N. Wan Daud, The Educational Philosophy and Practice of Syed Muhammad Naquib al-Attas. Kuala Lumpur: ISTAC, 1998.
D. Laurillard, Teaching as a Design Science. New York: Routledge, 2012.
J. Biggs and C. Tang, Teaching for Quality Learning at University, 4th ed. Maidenhead: Open University Press, 2011.
F. Marton and R. Säljö, “On qualitative differences in learning: I—Outcome and process,” British Journal of Educational Psychology, vol. 46, no. 1, pp. 4–11, 1976. https://dx.doi.org/10.1111/j.2044-8279.1976.tb02980.x
F. Marton and R. Säljö, “On qualitative differences in learning: II—Outcome as a function of the learner’s conception of the task,” British Journal of Educational Psychology, vol. 46, no. 2, pp. 115–127, 1976. https://dx.doi.org/10.1111/j.2044-8279.1976.tb02304.x
D. H. J. M. Dolmans, I. H. A. P. Wolfhagen, and C. P. M. van Merriënboer, “Twelve tips for implementing problem-based learning,” Medical Teacher, vol. 38, no. 11, pp. 1084–1090, 2016. https://dx.doi.org/10.3109/0142159X.2015.1118442
N. Selwyn, Education and Technology: Key Issues and Debates, 2nd ed. London: Bloomsbury Academic, 2017.
J. Goodyear and L. Carvalho, “The analysis of complex learning environments,” Review of Research in Education, vol. 38, pp. 187–213, 2014. https://dx.doi.org/10.3102/0091732X13511701
B. F. Asy’arie, S. S. Susanti, L. Nursafitri, I. Hamzah, R. Zunarti, F. Fitriyah, and M. S. As’ad, “Innovative digital media in Islamic Religious Education learning,” Jurnal Pendidikan Agama Islam, vol. 21, no. 1, pp. 40–59, 2024. https://dx.doi.org/10.14421/jpai.v21i1.7553
Hamdi, S. U. Rizal, N. Hikmah, M. Syabrina, Sulistyowati, and Mualimin, “Developing digital-based Islamic Religious Education teaching modules on the subject matter of Duha prayer in elementary schools,” Jurnal Pendidikan Agama Islam, vol. 21, no. 1, pp. 131–146, 2024. https://dx.doi.org/10.14421/jpai.v21i1.7520
D. Mintasih, Sukiman, and S. Purnama, “Integration of digital technology in Islamic Religious Education learning: A qualitative study on teachers’ competence and implementation models in secondary schools,” Jurnal Pendidikan Islam, vol. 13, no. 1, pp. 85–96, 2024. https://dx.doi.org/10.14421/jpi.2024.131.85-96
A. Ajusman and Asman, “Pendidikan Agama Islam di era digital berbasis holistik-integratif,” RELIGI: Jurnal Pendidikan Agama Islam, vol. 2, no. 2, 2024. https://dx.doi.org/10.51454/religi.v2i2.716
K. Krippendorff, Content Analysis: An Introduction to Its Methodology, 4th ed. Thousand Oaks, CA: Sage, 2018.
M. Schreier, Qualitative Content Analysis in Practice. London: Sage, 2012.
V. Braun and V. Clarke, “Using thematic analysis in psychology,” Qualitative Research in Psychology, vol. 3, no. 2, pp. 77–101, 2006. https://dx.doi.org/10.1191/1478088706qp063oa
V. Braun and V. Clarke, “Can I use thematic analysis?,” Qualitative Research in Psychology, vol. 18, no. 3, pp. 328–352, 2021. https://dx.doi.org/10.1080/14780887.2020.1769238
Y. S. Lincoln and E. G. Guba, Naturalistic Inquiry. Beverly Hills, CA: Sage, 1985.
L. S. Nowell, J. M. Norris, D. E. White, and N. J. Moules, “Thematic analysis: striving to meet the trustworthiness criteria,” International Journal of Qualitative Methods, vol. 16, no. 1, 2017. https://dx.doi.org/10.1177/1609406917733847
R. E. Mayer, Multimedia Learning, 3rd ed. Cambridge: Cambridge University Press, 2021.
UNESCO, Global Education Monitoring Report 2023. Paris: UNESCO, 2023.
OECD, Digital Education Outlook 2023. Paris: OECD, 2023.
J. Mezirow, Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass, 1991.
D. Boud, R. Keogh, and D. Walker, Reflection: Turning Experience into Learning. London: Routledge, 1985.
J. D. Bransford, A. L. Brown, and R. R. Cocking, How People Learn. Washington, DC: National Academy Press, 2000.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Supriadi, Miftahur Rizik, Nur Achmadi, Muhammad Munif, Mona Novita (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
