Taufikin Taufikin, Ahmad Falah

The Values of Character Education in Digital Da'wah: Analyzing Gus Iqdam’s TikTok Content and Its Impact

Introduction

The values of character education in digital da'wah: analyzing gus iqdam’s tiktok content and its impact. Explore character education values in Gus Iqdam's TikTok digital da'wah. This study analyzes his sermons on honesty, patience, and respect, and their impact on young Indonesian followers' behavior.

Abstract

This study investigates how character education values are communicated and internalized through digital Islamic preaching on TikTok, focusing on the sermons of Gus Iqdam, an influential Indonesian preacher whose content resonates with millions of young followers. While his videos are widely consumed and celebrated for their humor and relatability, many audience members engage with the content passively, without translating the moral messages into real-life behavior. This research aims to explore the core character values conveyed in his digital sermons and assess their impact on audience comprehension and behavioral change. Employing a qualitative case study design, data were collected through systematic content observation of selected TikTok sermons, semi-structured interviews with 50 active followers, and content analysis of the values embedded in the sermons. The findings reveal that Gus Iqdam promotes key moral values such as honesty, patience, empathy, respect, and responsibility through storytelling, humor, and everyday analogies. His casual language and culturally grounded delivery style serve as a bridge that connects moral lessons with the lived realities of young audiences. Interview data indicate that many followers felt personally influenced to reflect and act upon these values, although not all engagement led to transformation. This study contributes to a deeper understanding of how digital religious content can function as a medium of informal moral education, offering valuable insights for educators, preachers, and digital content creators aiming to reach and impact today’s digital-native generation.

Review

This study offers a timely and relevant exploration into the communication and internalization of character education values within the context of digital Islamic preaching on TikTok, specifically focusing on the content of Gus Iqdam. The chosen topic is highly significant given the widespread consumption of religious content by young audiences on social media platforms and the enduring challenge of translating moral messages into tangible behavioral change. The research design, employing a qualitative case study approach with systematic content observation, semi-structured interviews with 50 followers, and content analysis, appears robust and appropriate for addressing the stated objectives. The focus on Gus Iqdam, a preacher known for his humor and relatability, provides a compelling lens through which to examine the nuances of informal moral education in the digital sphere. The findings effectively highlight the core moral values—honesty, patience, empathy, respect, and responsibility—promoted by Gus Iqdam. The study convincingly demonstrates how his unique delivery style, characterized by storytelling, humor, everyday analogies, and casual, culturally grounded language, serves as an effective bridge to connect these values with the lived realities of young audiences. The interview data reveal a notable personal influence on followers, indicating a degree of reflection and willingness to act on these values. This nuance, acknowledging both successful influence and the challenge of universal behavioral transformation, provides a balanced perspective on the efficacy of digital da'wah. Consequently, the research significantly contributes to our understanding of digital religious content's potential as a medium for informal moral education. While the study provides valuable insights, a deeper exploration into the factors hindering universal behavioral transformation, despite personal influence, could further strengthen its contribution. For instance, investigating the specific barriers individuals face in translating digital moral lessons into real-life actions, or the role of sustained engagement beyond passive consumption, would be beneficial. Additionally, while Gus Iqdam is an influential figure, the generalizability of findings from a single preacher, even a prominent one, could be discussed more explicitly, perhaps by suggesting future comparative studies. Nevertheless, this paper offers a well-executed and insightful analysis that is highly relevant for educators, religious leaders, and digital content creators seeking to engage and positively impact digital-native generations.

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