Islamic Educational Values and Character Formation among Generation Z in Indonesia

Abstract

This study investigates the relationship between Islamic educational values and character formation among Generation Z in Indonesia, with particular attention to the implementation of Islamic moral values in formal educational settings. It addresses two questions: what findings have been reported in previous studies concerning the implementation of Islamic educational values in Generation Z character formation, and what patterns of implementation emerge from their synthesis? A systematic literature review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 framework. Literature was searched through Google Scholar, with studies published between 2021 and 2026 and indexed in Sinta 1–4 considered for inclusion. Following identification, screening, eligibility assessment, and selection, five studies met the inclusion criteria and were analyzed using descriptive mapping and narrative synthesis. The findings show that all five studies addressed moral conduct toward others, four examined moral conduct toward oneself, and only one addressed the family context. Four dominant implementation patterns emerged: teacher exemplary conduct, religious habituation, advice, and educational reward and punishment, with teacher exemplary conduct most consistently identified as effective. These findings suggest that Islamic moral education provides a coherent framework for character formation, while future practice should strengthen teacher modeling, positive habituation, and family involvement.