Student Voices on PAI Learning in Developing Honesty, Trustworthiness, and Moral Performance for Digital Integrity among Junior High School Students

This study is motivated by the discrepancy between students' conceptual understanding of honesty and trustworthiness and their practical application in the era of cyber disruption. The research aims to explore student voices regarding their learning experiences in Islamic Religious Education (Pendidikan Agama Islam, or PAI) concerning the cultivation of integrity, as well as to evaluate the integration of these values into their digital behavior. Employing a descriptive qualitative approach, the study involved 28 eighth-grade students from three private Islamic junior high schools in Bandung. Data were collected using open-ended questionnaires via SurveyHeart and thematically analyzed using NVivo 15, adhering to the three-stage Miles and Huberman model: data condensation, data display, and conclusion drawing. Data validity was established through source triangulation across the participating schools and credibility verification via informal member checking during classroom observations. The findings indicate that students hold a positive perception of PAI learning; topics concerning honesty and trustworthiness are particularly engaging when delivered through interactive methods such as storytelling. However, the learning process is hindered by the cognitive load associated with memorizing religious scriptures (dalil), the technical constraints of digital applications, and last-period scheduling. Although the subject matter is perceived as highly relevant at a foundational normative level (e.g., maintaining honesty during examinations), the findings expose a critical blind spot: none of the students' narratives demonstrated an integration of this moral understanding with their cyber behavior. Current learning outcomes remain confined to the development ofmoral knowingand have yet to translate into digitalmoral performance, particularly in navigating the dilemmas of social media hoaxes. Consequently, pedagogical orientations must shift from textual memorization to case-based learning, utilizing performative assessments that incorporate digital dilemma simulations to cultivate ethical digital citizenship among adolescents.