Islamic Education as an Active Mediator in The Vortex of Post-Truth Polarization
Main Article Content
Abstract
The world is facing a post-truth era characterized by massive disinformation and the dominance of emotions, which in Indonesia has been accelerated by social media, creating sharp political and social polarization. This condition threatens social cohesion and challenges the relevance of educational institutions. This study aims to formulate and conceptually justify the new role of Islamic education, namely shifting from a passive-preventive "moral fortress" to a proactive-mediative "active mediator" in facing the vortex of polarization. This study also aims to outline a relevant pedagogical framework and analyze the implementation challenges and long-term implications of this repositioning of roles. This study uses a qualitative approach with a systematic review method. Data were collected from various academic sources such as journals, books, and reports relevant to the post-truth era, polarization, and Islamic Religious Education (IRE). Data analysis was conducted thematically, synthetically, and interpretively to construct conceptual arguments. The results show that the conventional IRE model is no longer adequate to equip students who are vulnerable to disinformation. A repositioning of the role as an "active mediator" is needed, which includes three dimensions, namely self-mediation (intrapersonal), interpersonal-mediation (interpersonal), and public-mediation (proactive). To achieve this, pedagogical strategies must integrate critical digital literacy, problem-solving, and innovative learning models such as project-based learning. The advantage of IRE is its ability to frame these skills within Islamic ethical values, such as tabayyun (clarification) as a conscious resistance to divisive social media algorithms. Although its implementation faces major challenges, particularly in terms of teacher competence and institutional resistance, this transformation of roles is highly significant. Its success promises to strengthen social cohesion and build national digital resilience, as well as contribute to the health of digital democracy in Indonesia
Article Details
How to Cite
KARIM, Abdul Rahim et al.
Islamic Education as an Active Mediator in The Vortex of Post-Truth Polarization.
Proceeding of International Conference on Islamic Education (ICIED), [S.l.], v. 10, n. 1, p. 782-791, dec. 2025.
ISSN 2613-9804.
Available at: <https://conferences.uin-malang.ac.id/index.php/icied/article/view/3749>. Date accessed: 02 feb. 2026.
doi: https://doi.org/10.18860/icied.v10i1.3749.
Section
Articles
References
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Kan, K. (2023). Post-truth Period in World Politics. World Politics in the Age of Uncertainty: The Covid-19 Pandemic, Volume 1, 1, 23–32. https://doi.org/10.1007/978-3-031-39607-6_3
Kapoor, K., Weerakkody, V., & Schroeder, A. (2018). Social innovations for social cohesion in Western Europe: success dimensions for lifelong learning and education. Innovation: The European Journal of Social Science Research, 31(2), 189–203. https://doi.org/10.1080/13511610.2017.1419336
Karim, A. R., Sugianto, H., & Fitriani, E. (2024). Transformation of The Students Paradigm in Islamic Education Through The Utilization of Artificial Intelligence. Journal of Research in Educational Management, 3(1), 11–22. https://doi.org/10.71392/JREM.V3I1.23
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Kohnen, A. M., & Saul, E. W. (2018). Information Literacy in the Internet Age: Making Space for Students’ Intentional and Incidental Knowledge. Journal of Adolescent and Adult Literacy, 61(6), 671–679. https://doi.org/10.1002/JAAL.734;PAGE:STRING:ARTICLE/CHAPTER
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Kozyreva, A., Lewandowsky, S., & Hertwig, R. (2020). Citizens Versus the Internet: Confronting Digital Challenges With Cognitive Tools. Psychological Science in the Public Interest, 21(3), 103–156. https://doi.org/10.1177/1529100620946707;JOURNAL:JOURNAL:PSIA;ISSUE:ISSUE:DOI
Lewandowsky, S., Ecker, U. K. H., & Cook, J. (2017). Beyond Misinformation: Understanding and Coping with the “Post-Truth” Era. Journal of Applied Research in Memory and Cognition, 6(4), 353–369. https://doi.org/10.1016/J.JARMAC.2017.07.008
Macazana Fernández, D., Berrocal Villegas, S., Niño Montero, J., Cámac Fernández, J., & Mendoza Hidalgo, M. (2025). Pedagogical mediation and digital technologies on pervasive learning among university students. E-Learning and Digital Media. https://doi.org/10.1177/20427530251348598;SUBPAGE:STRING:ABSTRACT;JOURNAL:JOURNAL:LDMA;WEBSITE:WEBSITE:SAGE;WGROUP:STRING:PUBLICATION
Mihailidis, P., & Foster, B. (2021). The Cost of Disbelief: Fracturing News Ecosystems in an Age of Rampant Media Cynicism. American Behavioral Scientist, 65(4), 616–631. https://doi.org/10.1177/0002764220978470;WGROUP:STRING:PUBLICATION
Muallifah, I., Yusuf, A., & Karim, A. R. (2024). Strategies for Strengthening Student Character from an Independent Curriculum Perspective. Istawa : Jurnal Pendidikan Islam, 9(1), 1–19. https://doi.org/10.24269/IJPI.V9I1.7700
Nilan, P. (2009). The ‘spirit of education’ in Indonesian Pesantren. British Journal of Sociology of Education, 30(2), 219–232. https://doi.org/10.1080/01425690802700321;WEBSITE:WEBSITE:TFOPB;PAGEGROUP:STRING:PUBLICATION
Onwuegbuzie, A. J., Leech, N. L., & Collins, K. M. T. (2012). Qualitative Analysis Techniques for the Review of the Literature. Qualitative Report, 17, 1–28. http://www.nova.edu/ssss/QR/QR17/onwuegbuzie.pdf
Orazani, S. N., Reynolds, K. J., & Osborne, H. (2023). What works and why in interventions to strengthen social cohesion: A systematic review. Journal of Applied Social Psychology, 53(10), 938–995. https://doi.org/10.1111/JASP.12990;REQUESTEDJOURNAL:JOURNAL:15591816;WGROUP:STRING:PUBLICATION
Pohl, F. (2006). Islamic Education and Civil Society: Reflections on the Pesantren Tradition in Contemporary Indonesia. Comparative Education Review, 50(3), 389–409. https://doi.org/10.1086/503882
Renström, E. A., Bäck, H., & Carroll, R. (2023). Threats, Emotions, and Affective Polarization. Political Psychology, 44(6), 1337–1366. https://doi.org/10.1111/POPS.12899;SUBPAGE:STRING:FULL
Rodilosso, E., & Rodilosso, E. (2024). Filter Bubbles and the Unfeeling: How AI for Social Media Can Foster Extremism and Polarization. Philosophy & Technology 2024 37:2, 37(2), 1–21. https://doi.org/10.1007/S13347-024-00758-4
Rubin, V. L. (2019). Disinformation and misinformation triangleA conceptual model for “fake news” epidemic, causal factors and interventions. Journal of Documentation, 75(5), 1013–1034. https://doi.org/10.1108/JD-12-2018-0209
Russell, E. J. (2024). Certainty in an Uncertain World: Toward A Critical Theory of Opinion. Critical Sociology, 50(4–5), 691–706. https://doi.org/10.1177/08969205231214806
Saeed, A. (1999). Towards religious tolerance through reform in Islamic education: The case of the state institute of Islamic studies of Indonesia. Indonesia and the Malay World, 27(79), 177–191. https://doi.org/10.1080/13639819908729941
Sandoval-Obando, E., Doña, A. M., Gormáz, K. W., Martínez, D. L., & Bertone, M. S. (2018). Pedagogical strategies to promote mediated learning experiences in vulnerable contexts. Universitas Psychologica, 17(5), 1–13. https://doi.org/10.11144/JAVERIANA.UPSY17-5.PSPM
Sarjito, A., & Lelyana, N. (2025). Disinformation’s Influence on Public Perception and Defense Policy Implementation in Indonesia. Multidisciplinary Science Journal, 7(8), 2025362–2025362. https://doi.org/10.31893/MULTISCIENCE.2025362
Sirry, M. A. (2003). Membendung Militansi Agama: Iman dan Politik dalam Masyarakat Modern. Erlangga. https://books.google.co.id/books?id=9BtSb0Gi418C
Sugianto, H., Rofiqi, R., Karim, A. R., & AR, S. (2025). From Exemplarity to Tradition: The Dialectics of Constructing Religious Moderation in Pesantren. Proceeding of International Conference on Education, Society and Humanity, 3(1), 343–360. https://ejournal.unuja.ac.id/index.php/icesh/article/view/12836
Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology 2008 8:1, 8(1), 1–10. https://doi.org/10.1186/1471-2288-8-45
Ulfa, K., Purnomo, E. P., & Kasiwi, A. N. (2020). The Campaign Strategy of 2019 Presidential and Vice-Presidential Elections on Social Media. Society, 8(2), 284–297. https://doi.org/10.33019/society.v8i2.137
Vecchi, A., Silva, E. S., & Jimenez Angel, L. M. (2021). Nation branding, cultural identity and political polarization – an exploratory framework. International Marketing Review, 38(1), 70–98. https://doi.org/10.1108/IMR-01-2019-0049/FULL/PDF
Ward, V., House, A., & Hamer, S. (2009). Developing a framework for transferring knowledge into action: A thematic analysis of the literature. Journal of Health Services Research and Policy, 14(3), 156–164. https://doi.org/10.1258/JHSRP.2009.008120;WEBSITE:WEBSITE:SAGE;WGROUP:STRING:PUBLICATION
Yilmaz, I., Barton, G., Cesari, J., & Deakin, A. (2021). Political Mobilisation of Religious, Chauvinist, and Technocratic Populists in Indonesia and Their Activities in Cyberspace. Religions 2021, Vol. 12, Page 822, 12(10), 822. https://doi.org/10.3390/REL12100822
Block, D. (2018). Post-Truth and Political Discourse. Springer International Publishing. https://books.google.co.id/books?id=kLNwDwAAQBAJ
Carvalho, A., Teixeira, S. J., Olim, L., Campanella, S. de, & Costa, T. (2021). Pedagogical innovation in higher education and active learning methodologies – a case study. Education + Training, 63(2), 195–213. https://doi.org/10.1108/ET-05-2020-0141
Cosentino, G. (2020). Social media and the post-truth world order: The global dynamics of disinformation. Social Media and the Post-Truth World Order: The Global Dynamics of Disinformation, 1–147. https://doi.org/10.1007/978-3-030-43005-4/COVER
Dara, V. L., & Kesavan, C. (2025). Analyzing the concept of participatory learning: strategies, trends and future directions in education. Kybernetes, 54(7), 3882–3915. https://doi.org/10.1108/K-12-2023-2581
de Oliveira Fornasier, M., & Borges, G. S. (2022). The current influence of social media on democratic debate, political parties and electioneering. Revista de Investigações Constitucionais, 9(1), 73–102. https://doi.org/10.5380/RINC.V9I1.83460
Esau, K., Choucair, T., Vilkins, S., Svegaard, S. F. K., Bruns, A., O’Connor-Farfan, K. S., & Lubicz-Zaorski, C. (2025). Destructive polarization in digital communication contexts: a critical review and conceptual framework. Information Communication and Society, 28(8), 1499–1520. https://doi.org/10.1080/1369118X.2024.2413127;WGROUP:STRING:PUBLICATION
Fischer, R., & Klazar, E. (2020). Facts, Truth, and Post-Truth: Access to Cognitively and Socially Just Information. International Journal of Information, Diversity and Inclusion, 4(3–4), 5–19. https://doi.org/10.33137/IJIDI.V4I3/4.33678
Fullerton, A. H., Gabehart, K. M., Yordy, J., & Weible, C. M. (2023). Analysing emotional discourse among allies and opponents in the news media. Emotions and Society, 5(3), 296–314. https://doi.org/10.1332/263169021X16893162013622
Gupta, S., Rajiah, P., Middlebrooks, E. H., Baruah, D., Carter, B. W., Burton, K. R., Chatterjee, A. R., & Miller, M. M. (2018). Systematic Review of the Literature: Best Practices. Academic Radiology, 25(11), 1481–1490. https://doi.org/10.1016/J.ACRA.2018.04.025
Hadiyanto, A., Putri, K. Y. S., & Fazli, L. (2025). Religious moderation in Instagram: An Islamic interpretation perspective. Heliyon, 11(4). https://doi.org/10.1016/j.heliyon.2025.e42816
Hallström, L., Jennes, I., Van Dam, T., & Van den Broeck, W. (2024). The power of the prosumer: what is the ‘prosumer’ potential for publishers in Europe in the digital era? Creative Industries Journal. https://doi.org/10.1080/17510694.2024.2430026
Haythornthwaite, C. (2015). Rethinking learning spaces: networks, structures, and possibilities for learning in the twenty-first century. Communication Research and Practice, 1(4), 292–306. https://doi.org/10.1080/22041451.2015.1105773
Herbert, D. E. J. (2011). Theorizing religion and media in contemporary societies: An account of religious ‘publicization’. European Journal of Cultural Studies, 14(6), 626–648. https://doi.org/10.1177/1367549411419981;JOURNAL:JOURNAL:ECSA;PAGE:STRING:ARTICLE/CHAPTER
Hinrichsen, J., & Coombs, A. (2013). The five resources of critical digital literacy: a framework for curriculum integration. Research in Learning Technology, 21. https://doi.org/10.3402/RLT.V21.21334
Jones, M. L. (2004). Application of systematic review methods to qualitative research: Practical issues. Journal of Advanced Nursing, 48(3), 271–278. https://doi.org/10.1111/J.1365-2648.2004.03196.X;WGROUP:STRING:PUBLICATION
Jones, T., & Evans, D. (2000). Conducting a systematic review. Australian Critical Care, 13(2), 66–71. https://doi.org/10.1016/S1036-7314(00)70624-2
Kadyschuk, L. (2023). Interpretive Analysis. 249–255. https://doi.org/10.1007/978-3-031-04394-9_40
Kan, K. (2023). Post-truth Period in World Politics. World Politics in the Age of Uncertainty: The Covid-19 Pandemic, Volume 1, 1, 23–32. https://doi.org/10.1007/978-3-031-39607-6_3
Kapoor, K., Weerakkody, V., & Schroeder, A. (2018). Social innovations for social cohesion in Western Europe: success dimensions for lifelong learning and education. Innovation: The European Journal of Social Science Research, 31(2), 189–203. https://doi.org/10.1080/13511610.2017.1419336
Karim, A. R., Sugianto, H., & Fitriani, E. (2024). Transformation of The Students Paradigm in Islamic Education Through The Utilization of Artificial Intelligence. Journal of Research in Educational Management, 3(1), 11–22. https://doi.org/10.71392/JREM.V3I1.23
Khoiriyah, S., Noor, A. M., & Ibrahim, A. M. (2024). Dynamics of Religious Thought in Pesantrens in Indonesia: Between Radicalism, Moderation, and Liberalism. Al Ulya: Jurnal Pendidikan Islam, 9(1), 99–113. https://doi.org/10.32665/ALULYA.V9I1.2958
Kohnen, A. M., & Saul, E. W. (2018). Information Literacy in the Internet Age: Making Space for Students’ Intentional and Incidental Knowledge. Journal of Adolescent and Adult Literacy, 61(6), 671–679. https://doi.org/10.1002/JAAL.734;PAGE:STRING:ARTICLE/CHAPTER
Komdigi. (2021, July 1). Kementerian Komunikasi dan Digital. https://www.komdigi.go.id/berita/pengumuman/detail/hoaks-permintaan-data-siswa-berprestasi-dirjen-pendidikan-islam-kemenag-ri
Kozyreva, A., Lewandowsky, S., & Hertwig, R. (2020). Citizens Versus the Internet: Confronting Digital Challenges With Cognitive Tools. Psychological Science in the Public Interest, 21(3), 103–156. https://doi.org/10.1177/1529100620946707;JOURNAL:JOURNAL:PSIA;ISSUE:ISSUE:DOI
Lewandowsky, S., Ecker, U. K. H., & Cook, J. (2017). Beyond Misinformation: Understanding and Coping with the “Post-Truth” Era. Journal of Applied Research in Memory and Cognition, 6(4), 353–369. https://doi.org/10.1016/J.JARMAC.2017.07.008
Macazana Fernández, D., Berrocal Villegas, S., Niño Montero, J., Cámac Fernández, J., & Mendoza Hidalgo, M. (2025). Pedagogical mediation and digital technologies on pervasive learning among university students. E-Learning and Digital Media. https://doi.org/10.1177/20427530251348598;SUBPAGE:STRING:ABSTRACT;JOURNAL:JOURNAL:LDMA;WEBSITE:WEBSITE:SAGE;WGROUP:STRING:PUBLICATION
Mihailidis, P., & Foster, B. (2021). The Cost of Disbelief: Fracturing News Ecosystems in an Age of Rampant Media Cynicism. American Behavioral Scientist, 65(4), 616–631. https://doi.org/10.1177/0002764220978470;WGROUP:STRING:PUBLICATION
Muallifah, I., Yusuf, A., & Karim, A. R. (2024). Strategies for Strengthening Student Character from an Independent Curriculum Perspective. Istawa : Jurnal Pendidikan Islam, 9(1), 1–19. https://doi.org/10.24269/IJPI.V9I1.7700
Nilan, P. (2009). The ‘spirit of education’ in Indonesian Pesantren. British Journal of Sociology of Education, 30(2), 219–232. https://doi.org/10.1080/01425690802700321;WEBSITE:WEBSITE:TFOPB;PAGEGROUP:STRING:PUBLICATION
Onwuegbuzie, A. J., Leech, N. L., & Collins, K. M. T. (2012). Qualitative Analysis Techniques for the Review of the Literature. Qualitative Report, 17, 1–28. http://www.nova.edu/ssss/QR/QR17/onwuegbuzie.pdf
Orazani, S. N., Reynolds, K. J., & Osborne, H. (2023). What works and why in interventions to strengthen social cohesion: A systematic review. Journal of Applied Social Psychology, 53(10), 938–995. https://doi.org/10.1111/JASP.12990;REQUESTEDJOURNAL:JOURNAL:15591816;WGROUP:STRING:PUBLICATION
Pohl, F. (2006). Islamic Education and Civil Society: Reflections on the Pesantren Tradition in Contemporary Indonesia. Comparative Education Review, 50(3), 389–409. https://doi.org/10.1086/503882
Renström, E. A., Bäck, H., & Carroll, R. (2023). Threats, Emotions, and Affective Polarization. Political Psychology, 44(6), 1337–1366. https://doi.org/10.1111/POPS.12899;SUBPAGE:STRING:FULL
Rodilosso, E., & Rodilosso, E. (2024). Filter Bubbles and the Unfeeling: How AI for Social Media Can Foster Extremism and Polarization. Philosophy & Technology 2024 37:2, 37(2), 1–21. https://doi.org/10.1007/S13347-024-00758-4
Rubin, V. L. (2019). Disinformation and misinformation triangleA conceptual model for “fake news” epidemic, causal factors and interventions. Journal of Documentation, 75(5), 1013–1034. https://doi.org/10.1108/JD-12-2018-0209
Russell, E. J. (2024). Certainty in an Uncertain World: Toward A Critical Theory of Opinion. Critical Sociology, 50(4–5), 691–706. https://doi.org/10.1177/08969205231214806
Saeed, A. (1999). Towards religious tolerance through reform in Islamic education: The case of the state institute of Islamic studies of Indonesia. Indonesia and the Malay World, 27(79), 177–191. https://doi.org/10.1080/13639819908729941
Sandoval-Obando, E., Doña, A. M., Gormáz, K. W., Martínez, D. L., & Bertone, M. S. (2018). Pedagogical strategies to promote mediated learning experiences in vulnerable contexts. Universitas Psychologica, 17(5), 1–13. https://doi.org/10.11144/JAVERIANA.UPSY17-5.PSPM
Sarjito, A., & Lelyana, N. (2025). Disinformation’s Influence on Public Perception and Defense Policy Implementation in Indonesia. Multidisciplinary Science Journal, 7(8), 2025362–2025362. https://doi.org/10.31893/MULTISCIENCE.2025362
Sirry, M. A. (2003). Membendung Militansi Agama: Iman dan Politik dalam Masyarakat Modern. Erlangga. https://books.google.co.id/books?id=9BtSb0Gi418C
Sugianto, H., Rofiqi, R., Karim, A. R., & AR, S. (2025). From Exemplarity to Tradition: The Dialectics of Constructing Religious Moderation in Pesantren. Proceeding of International Conference on Education, Society and Humanity, 3(1), 343–360. https://ejournal.unuja.ac.id/index.php/icesh/article/view/12836
Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology 2008 8:1, 8(1), 1–10. https://doi.org/10.1186/1471-2288-8-45
Ulfa, K., Purnomo, E. P., & Kasiwi, A. N. (2020). The Campaign Strategy of 2019 Presidential and Vice-Presidential Elections on Social Media. Society, 8(2), 284–297. https://doi.org/10.33019/society.v8i2.137
Vecchi, A., Silva, E. S., & Jimenez Angel, L. M. (2021). Nation branding, cultural identity and political polarization – an exploratory framework. International Marketing Review, 38(1), 70–98. https://doi.org/10.1108/IMR-01-2019-0049/FULL/PDF
Ward, V., House, A., & Hamer, S. (2009). Developing a framework for transferring knowledge into action: A thematic analysis of the literature. Journal of Health Services Research and Policy, 14(3), 156–164. https://doi.org/10.1258/JHSRP.2009.008120;WEBSITE:WEBSITE:SAGE;WGROUP:STRING:PUBLICATION
Yilmaz, I., Barton, G., Cesari, J., & Deakin, A. (2021). Political Mobilisation of Religious, Chauvinist, and Technocratic Populists in Indonesia and Their Activities in Cyberspace. Religions 2021, Vol. 12, Page 822, 12(10), 822. https://doi.org/10.3390/REL12100822