The Use of Religious Content on TikTok as an Islamic Religious Education Learning Resource for Generation Z Students at the MUS-YQ Lil Banin Islamic Boarding School, Kudus

Abstract

The development of social media has expanded Islamic Religious Education (IRE) learning resources for Generation Z. However, the openness of religious content on TikTok also raises concerns regarding source credibility, depth of explanation, and shifting religious authority. Previous studies have primarily examined TikTok as a medium for da’wah, instructional delivery, and Islamic communication, while santri’s experiences in selecting digital content and connecting it with pesantren learning traditions remain underexplored. This study employed a qualitative approach with a case study design at PP. MUS-YQ Lil Banin Kudus. Data were collected through interviews, observations, and documentation involving ten purposively selected informants and were analyzed thematically. The findings indicate that TikTok serves as a complementary learning resource for developing initial understanding, clarifying IRE materials, and encouraging further exploration of religious knowledge. Its use is supported by accessibility and audiovisual presentation but constrained by short content duration, algorithmic distractions, conflicting religious views, and variable creator credibility. These findings highlight the need for digital religious literacy guidance that enables santri to verify information and use TikTok critically without diminishing the authority of teachers, ustaz, classical Islamic texts, and pesantren scholarly traditions.