RELEVANSI PEMBELAJARAN AL-ISLAM KEMUHAMMADIYAHAN BAGI GENERASI Z (Studi tentang Pandangan Murid dan Upaya Guru di SMP Muhammadiyah Boarding School Jombang, Jawa Timur)

This study aims to describe students' perspectives on the curriculum and instructional methods of Al-Islam Kemuhammadiyahan (AIK) and to examine the efforts made by teachers to adapt AIK instruction to meet the aspirations of Generation Z. The research employs a qualitative case study approach, utilizing an analytical framework based on Vygotsky’s Social Constructivism and Bandura’s Social Learning Theory, supplemented by relevant contemporary research. The results reveal three primary findings: Relevance and Effectiveness: AIK learning is
considered highly relevant in shaping three key aspects of student development: Attitudes: Serving as a value-based foundation and a spiritual filter in the digital era. Knowledge: Providing applied understanding to navigate real-life challenges.Skills: Fostering critical, creative, and communicative thinking. Student Aspirations: While students report diverse learning experiences, their aspirations
converge on a desire for interactive methods integrated with digital technology (videos, quizzes, and social media). Notably, they still regard direct interaction and contextual explanations from teachers as the most vital elements for achieving deep understanding. Teacher Strategies: In response to these needs, teachers implement three core strategies: Integrating technology and visual media. Applying participatory and contextual learning (discussions, case analyses, and projects). Establishing responsive spaces for dialogue. Conclusion: The relevance of AIK learning for Generation Z can be optimized through a balanced hybrid approach that synergistically combines digital dynamics with direct social interaction. Adaptive, participatory-contextual learning strategies are essential for creating an AIK curriculum that is engaging, applicable, and aligned with the unique characteristics of Generation Z.