Discussion and Dialogue Methods to Address the Moral Crisis of Generation Z on Social Media: A Case Study at SMP Kartikatama Metro

Abstract

In the current era of social media development, platforms such as TikTok, Instagram, and YouTube have become an inseparable part of adolescents’ lives, bringing positive impacts on creativity and access to information, but also posing serious challenges to the morality and character of the younger generation. This moral crisis includes a decline in communication ethics, imitative behavior toward negative content, as well as decreasing discipline and courtesy in the school environment.
This study employs a qualitative approach with a descriptive method, using in depth interviews with the principal, Islamic Education (PAI) teachers, and students. The findings indicate that discussion and dialogue methods are effective strategies for fostering students’ moral awareness. Islamic Education teachers act as facilitators who create space for critical, reflective, and communicative thinking, enabling students to assess moral values from religious and social perspectives in a rational manner. Through these dialogical activities, students become more cautious in interacting on social media, more polite in giving comments, and more capable of correcting the negative behavior of their peers. Theoretically, the results of this study reinforce Vygotsky’s view of social constructivism and Al-Attas’s concept of ta’dib, which state that moral education is formed through social interaction and reflective role modeling. Thus, the application of dialogue and discussion methods in Islamic Education learning proves effective in shaping digital spirituality, social responsibility, and ethical awareness among Generation Z in the era of social media. This study recommends integrating these methods into the Pancasila Student Profile (P5) curriculum as an adaptive, innovative, and contextual character education model for Indonesian schools.