The Concept of Ghaflah in Islamic Education and Its Relevance to the “Brainrot” Phenomenon Among Generation Z
DOI:
https://doi.org/10.15642/joies.2026.11.1.231-260Keywords:
brainrot, Islamic education, Generation Z, Digital era, GhaflahAbstract
Penelitian ini bertujuan menganalisis konsep al-ghaflah dalam perspektif pendidikan Islam serta relevansinya terhadap fenomena brainrot pada Generasi Z di era digital. Penelitian menggunakan metode studi pustaka (library research) dengan pendekatan kualitatif-deskriptif melalui penelaahan berbagai sumber ilmiah berupa artikel jurnal, buku, tafsir Al-Qur’an, hadis, dan literatur akademik yang relevan. Data dianalisis menggunakan teknik analisis tematik untuk mengidentifikasi hubungan konseptual antara al-ghaflah dan brainrot. Hasil penelitian menunjukkan bahwa al-ghaflah merupakan kondisi kelalaian yang menyebabkan menurunnya kesadaran spiritual, intelektual, dan moral, sedangkan brainrot menggambarkan penurunan fokus, kemampuan berpikir mendalam, dan kesadaran reflektif akibat konsumsi konten digital yang berlebihan. Kedua konsep tersebut memiliki kesamaan karakteristik berupa hilangnya kesadaran reflektif, dominasi hiburan instan, melemahnya pengendalian diri, dan terjadinya krisis perhatian (attention crisis) yang diperkuat oleh fenomena doomscrolling dan endless scrolling. Dampak yang ditimbulkan tidak hanya bersifat kognitif, tetapi juga memengaruhi kualitas ibadah, kemampuan berpikir kritis, disiplin waktu, serta tanggung jawab sosial. Oleh karena itu, pendidikan Islam memiliki peran strategis dalam mengatasi fenomena tersebut melalui penguatan kesadaran, dzikir, tafakkur, muhasabah, literasi digital Islami, pengendalian diri, manajemen waktu, serta penguatan karakter dan adab digital.
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