Cognitive Dissonance and Mental Resilience: A Case Study of Learning Saturation of PPTQ Al Imtiyaz Students in the Digital Era

Abstract

This study examines the dynamics of digital disruption experienced by Generation Alpha tahfidz students (santri) at PPTQ Al Imtiyaz, focusing on the internal mechanism through which cognitive dissonance is formed due to smartphone exposure during home visits and its impact on mental resilience and academic burnout. Employing a qualitative approach with an intrinsic case study design, data were collected over three months through in-depth interviews, participatory observation, documentation analysis, and focus group discussions involving 13 informants comprising 10 students, 3 tahfidz instructors, 2 dormitory supervisors, and the head of the madrasah. The findings reveal three interrelated disruptive patterns: (1) the emergence of cognitive dissonance arising from value conflicts between secular digital content and pesantren norms, leading to an average 25% decline in Qur'anic memorization achievement following home visits; (2) mass academic burnout characterized by decreased memorization motivation, low attentiveness in 60% of students, and a drop in target achievement from 80% to 55%; and (3) weakened psychological resilience accompanied by maladaptive coping mechanisms in 80% of students. These findings align with Festinger's cognitive dissonance theory, Ogburn's cultural lag concept, and existing literature on internet addiction among Generation Alpha. This study contributes to the development of an "Islamic Transitional Resilience" framework as a holistic intervention integrating Islamic psychology-based cognitive management strategies, including pre-departure workshops, parental agreements on smartphone use limitation, and post-return muhasabah sessions to restore students' psychological foundation in the digital era.