PERENCANAAN PEMBELAJARAN KIMIA BERBASIS DIGITAL DALAM MEMPERKUAT MORAL GENERASI Z DI SMA MUHAMMADIYAH 13 JAKARTA
The inherent characteristics of Generation Z with digital devices trigger moral degradation and ethical decline due to unfiltered digital information flows. This condition requires educational institutions to design science learning strategies that integrate technological skills with noble character cultivation. This qualitative case study aims to describe the planning of digital-based chemistry learning in strengthening the morals of Generation Z students at SMA Muhammadiyah 13 Jakarta. Data collection was conducted through in-depth interviews with the principal, vice principal for curriculum, chemistry teachers, and students, reinforced by classroom observations and instructional module documentation. Data analysis proceeded interactively through data reduction, data display, and conclusion drawing. The findings revealed that digital chemistry learning planning utilized Google Classroom, PhET simulations, and Islamic value-based educational videos, yet remained confined to individual teacher initiatives without formal institutional curriculum standard operating procedures. Moral reinforcement was executed by internalizing digital etiquette, scientific integrity, and virtual discipline. Integrated policy synchronization and teacher competency development are essential for effectively solidifying student character. ABSTRAK Karakteristik Generasi Z yang lekat dengan gawai memicu krisis degradasi moral dan penurunan etika akibat masifnya arus informasi digital tanpa penyaring nilai. Kondisi tersebut menuntut institusi pendidikan merancang strategi pembelajaran sains yang mengintegrasikan kecakapan teknologi dengan penanaman karakter luhur. Penelitian kualitatif studi kasus ini bertujuan mendeskripsikan perencanaan pembelajaran kimia berbasis digital dalam memperkuat moral peserta didik Generasi Z di SMA Muhammadiyah 13 Jakarta. Pengumpulan data dilakukan melalui wawancara mendalam terhadap kepala sekolah, wakil kurikulum, guru kimia, dan siswa, diperkuat observasi pembelajaran serta dokumentasi modul ajar. Analisis data berlangsung secara interaktif melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian mengungkap bahwa perencanaan pembelajaran kimia digital telah memanfaatkan Google Classroom, simulasi PhET, dan video edukasi berbasis nilai Islami, namun perencanaannya masih terbatas pada inisiatif mandiri guru serta belum dibakukan dalam dokumen kurikulum operasional sekolah. Penguatan moral dilakukan lewat internalisasi adab digital, kejujuran ilmiah, dan kedisiplinan daring. Sinkronisasi kebijakan terpadu dan pembinaan kompetensi guru mutlak diperlukan agar digitalisasi pembelajaran sains efektif mengokohkan karakter peserta didik.