Knowledge Management of Islamic Teachers on Pornography(Participatory Observation)

Abstract

This research examines how Islamic religious education teachers manage their knowledge in addressing the issue of pornography, a concern increasingly recognized by both educators and parents. While pornography poses serious risks to children’s mental and moral development, its presence in digital and social spaces is complex, requiring teachers to respond thoughtfully and strategically. The study involves teachers from various schools across East Java, using participatory observation and interviews to explore their perspectives. Knowledge management in this context includes three key elements: definition, epistemology, and media literacy. Findings reveal that while teachers generally agree on the religious definition of pornography, their practical understanding varies depending on personal experiences and societal context. Initially, most teachers learned about pornography through traditional family-based values. Over time, their understanding developed through books, training, and reflections on social realities. Since anti-pornography content is not formally included in the national curriculum, teachers play a vital role in addressing it through classroom practice. Therefore, their awareness and definition of pornography serve as a critical foundation for building effective pedagogical competence to counter its growing influence among students.