Filsafat Blended Learning untuk Pendidikan Islam dan Pembelajaran Bahasa pada Generasi Z: Antara Tradisi dan Digitalisasi

Abstract

Generation Z grows up in a digital landscape that is vastly different from previous generations, demanding learning approaches capable of bridging the values of Islamic education and the demands of the digital era. Blended learning emerges as a model that combines face-to-face and online learning; however, its implementation in the context of Islamic education and language learning still faces philosophical and practical challenges. This article aims to examine the philosophy of blended learning in Islamic education and language learning for Generation Z by highlighting the tension between tradition and digitalization. Through a qualitative approach based on literature review, this article analyzes various literatures related to educational philosophy, blended learning, Islamic education, and the characteristics of Generation Z. The findings indicate that blended learning offers significant opportunities to enrich learning experiences, yet also presents challenges in preserving spiritual values, social interaction, and character formation which are central to Islamic education. In the context of language learning, blended learning enables wider access to learning resources and independent practice, but still requires a humanistic and contextual approach. This article concludes that the integration of blended learning in Islamic education and language learning for Generation Z requires a balance between technological innovation and the preservation of traditional values. A well-grounded philosophical framework is needed so that blended learning does not merely become a technical tool, but rather a means for holistic and sustainable educational transformation.