Educative Communication Style of @dailyhaid in Women’s Fiqh Literacy Among Generation Z
DOI:
https://doi.org/10.38073/wasilatuna.v9i2.4870Keywords:
digital da’wah, Generation Z, Instagram, Islamic communication, women’s fiqh literacyAbstract
The increasing use of social media has transformed Islamic communication, particularly in delivering women’s fiqh education to Generation Z. This study aims to analyze the educative communication style employed by the Instagram account @dailyhaid in promoting women’s fiqh literacy among Generation Z. Using a qualitative case study with a digital ethnography approach, data were collected through virtual observations of Instagram content, audience interactions, and in-depth interviews with the account founder and eight Generation Z followers. The findings reveal that @dailyhaid applies an educative communication style characterized by empathetic, assertive, and non-judgmental communication. Religious messages are presented through simple language, visual infographics, and interactive features that encourage audience participation and create a psychologically safe learning environment. These communication practices improve followers’ understanding of women’s fiqh, increase emotional comfort when discussing sensitive religious issues, and strengthen confidence in applying Islamic teachings in everyday life. This study contributes to Islamic communication studies by proposing empathetic assertive digital da’wah as a communication model for discussing sensitive women’s fiqh issues through digital media, highlighting the importance of combining clear religious guidance with empathy and participatory communication to enhance religious literacy among Generation Z.
Downloads
References
Aini, N. (2023). Pemanfaatan media dakwah platform digital di era Generasi Z. Cross-Border Journal of Islamic Studies, 5(2), 109–116. https://doi.org/10.37567/cbjis.v5i2.3184
Andok, M. (2024). The impact of online media on religious authority. Religions, 15(9), 1103. https://www.mdpi.com/2077-1444/15/9/1103
Arista, F. D., & others. (2025). Media sosial Instagram sebagai komunikasi dakwah terhadap peningkatan pengetahuan agama pada Gen Z. NAAFI: Jurnal Ilmiah Mahasiswa, 1(4), 412–420.
Atuahene, S. A., Qian, X., & Ahotovi, T. A. (2024). Impact of psychological safety and inclusive leadership on online learning satisfaction: The role of organizational support. Humanities and Social Sciences Communications, 11(1), 1–12. https://www.nature.com/articles/s41599-024-03196-x
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Campbell, H. A. (2020). Digital religion: Understanding religious practice in new media worlds. Routledge.
Campbell, H. A., & Tsuria, R. (2021). Digital religion: Understanding religious practice in digital media. Routledge. https://www.google.com/books?hl=id&lr=&id=wcA-EAAAQBAJ&oi=fnd&pg=PP1&dq=Digital+Religion:+Understanding+Religious+Practice+in+Digital+Media.+Routledge.&ots=yo5kUMBMaq&sig=KoZNchk8Tokgnfnd2B4T3JqXuQM
Creswell, J. W. (2016). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Febrian, H. (2024). Visualizing Authority: Rise of the Religious Influencers on the Instagram. Social Media + Society, 10(4), 20563051241286850. https://doi.org/10.1177/20563051241286850
Guamanga, M. H., Saiz, C., Rivas, S. F., & Bueno, P. M. (2025). Critical thinking and metacognition: Pathways to empathy and psychological well-being. Journal of Intelligence, 13(3), 34. https://www.mdpi.com/2079-3200/13/3/34
Hastini, L. Y., & others. (2020). Apakah pembelajaran menggunakan teknologi dapat meningkatkan literasi manusia pada Generasi Z di Indonesia? Jurnal Manajemen Informatika (JAMIKA), 10(1), 12–28.
Hine, C. (2015). Ethnography for the internet: Embedded, embodied and everyday. Bloomsbury Academic.
Hofer, M., & Hargittai, E. (2021). Old and new online media: Patterns of media use and digital inequality among young adults. New Media & Society, 23(7), 1855–1874. https://doi.org/10.1177/1461444820912535
Hollister, B., Nair, P., Hill-Lindsay, S., & Chukoskie, L. (2022). Engagement in online learning: Student attitudes and behavior during COVID-19. 7, 851019. https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2022.851019/full
Kreitner, R., & Kinicki, A. (2014). Organizational behavior (10th ed.). McGraw-Hill.
Larasati, Y. G., & Fernando, H. (2025). From Sharing to Learning: Informal Religious Education for Muslim Women on Instagram. Indonesian Journal of Islamic Religious Education, 3(2), 137–150. http://injire.org/index.php/journal/article/view/139
Larsson, G., & Willander, E. (2025). Muslims and social media: A scoping review. Information, Communication & Society, 28(11), 1908–1922. https://doi.org/10.1080/1369118X.2024.2379835
Lestari, P. P. (2020). Dakwah digital untuk generasi milenial. Jurnal Dakwah, 21(1), 41–58. https://doi.org/10.14421/jd.2112020.1
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
Mayer, R. E. (2021). Multimedia learning (the 3rd edition). Cambridge University.
Morgan, H. (2024). Using triangulation and crystallization to make qualitative studies trustworthy and rigorous. The Qualitative Report, 29(7), 1844–1856. http://hanimorgan.com/wp-content/uploads/2024/07/Hani-Morgan-Using-Triangulation-and-Crystallization-to-Make-Qualitative-Studies-Trustworthy-and-Rigorous.pdf
Samsudin, D., & Putri, I. M. (2023). Etika dan strategi komunikasi dakwah Islam berbasis media sosial di Indonesia. Ath-Thariq: Jurnal Dakwah Dan Komunikasi, 7(2), 125–138. https://doi.org/10.32332/ath-thariq.v7i2.7474
Suswati, R. (2026). Gendered Digital Vulnerabilities: Empirical Challenges Faced by Islamic Female High School Students in Foreign Language Learning in Medan, Indonesia. International Journal of Special Education, 41(8s), 76–89. https://www.internationalsped.com/index.php/ijse/article/view/3366
Syafri, M. (2020). Generasi Z: Instagram dan da’i. Al-Mishbah: Jurnal Ilmu Dakwah Dan Komunikasi, 15(2), 175–192. https://doi.org/10.24239/al-mishbah.vol15.iss2.161
Tatiana, B., Kobicheva, A., Tokareva, E., & Mokhorov, D. (2022). The relationship between students’ psychological security level, academic engagement and performance variables in the digital educational environment. Education and Information Technologies, 27(7), 9385–9399. https://doi.org/10.1007/s10639-022-11024-5
Treem, J. W., & Leonardi, P. M. (2013). Social Media Use in Organizations: Exploring the Affordances of Visibility, Editability, Persistence, and Association. Annals of the International Communication Association, 36(1), 143–189. https://doi.org/10.1080/23808985.2013.11679130
Troussas, C., Krouska, A., & Sgouropoulou, C. (2025). The Role of Communication Styles in the Learning Process. In C. Troussas, A. Krouska, & C. Sgouropoulou, Human-Computer Interaction and Augmented Intelligence (Vol. 34, pp. 235–303). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-84453-9_6
Wahid, S. H. (2024). Exploring the intersection of Islam and digital technology: A bibliometric analysis. 10, 101085. https://www.sciencedirect.com/science/article/pii/S2590291124002821
Wahid, S. H., & Abdulloh, S. (2026). Digital Islamic authority: A revolutionary shift or mere hype? a systematic review. SN Social Sciences, 6(2), 62. https://doi.org/10.1007/s43545-026-01328-5
Zaid, B., Fedtke, J., Shin, D. D., El Kadoussi, A., & Ibahrine, M. (2022). Digital Islam and Muslim millennials: How social media influencers reimagine religious authority and Islamic practices. 13(4), 335. https://www.mdpi.com/2077-1444/13/4/335
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Nabilatus Sholihah, Muhammad As’ad
This work is licensed under a Creative Commons Attribution 4.0 International License.
