Mitigating Negative Gadget Impacts through Holistic Islamic Parenting: Balancing Digital Literacy and Spiritual Closeness at Lab School UNIB

Abstract

The ubiquity of digital devices among children presents significant developmental challenges, creating a critical need for intervention strategies that harmonize technological engagement with cultural and religious values. This study investigates the mitigation of negative gadget impacts through a holistic Islamic parenting approach, specifically examining the balance between digital literacy and spiritual closeness at Lab School Universitas Bengkulu (UNIB). Employing a qualitative case study methodology, the research engaged 15 parents, 8 teachers, and 23 students. Data were collected via in-depth interviews, participant observations, and document analysis, followed by thematic analysis to identify effective pedagogical and parenting strategies. Identify three synergetic mechanisms: structured digital literacy rooted in Islamic ethics, the displacement of passive screen time with active spiritual bonding (such as congregational prayer and Quranic recitation), and robust school–family partnerships. This holistic framework significantly reduced unregulated device use while cultivating "ethical digital consciousness" and spiritual resilience in students. While offering a potent model for religious educational contexts, the single-site case study design suggests the need for future longitudinal research to test the framework's transferability across diverse cultural settings. This paper bridges the gap between digital literacy education and religious character formation. It introduces a culturally responsive "Holistic Islamic Digital Parenting" model, demonstrating that spiritual closeness acts as a vital protective factor against digital risks in modern Muslim families.