Transforming Islamic Learning through Digital Literacy: A Case Study at Tenggulun State Elementary School
DOI:
https://doi.org/10.38040/jeleduc.v3i1.1483Keywords:
Digital Literacy, Islamic Learning, Elementary Education, Educational TransformationAbstract
This study aims to examine how digital literacy supports the development of Islamic learning at Tenggulun State Elementary School and to identify the challenges and opportunities associated with its implementation. This study adopts a qualitative descriptive case study approach, utilizing semi-structured interviews, classroom observations, and document analysis to collect comprehensive data. The participants consisted of an Islamic education teacher and the school principal. Data were analyzed using a descriptive qualitative framework involving data reduction, data display, and conclusion drawing. The findings reveal that the integration of digital literacy remains limited and has not been systematically implemented. Digital technologies are primarily used as instructional support tools rather than as a means of actively developing students’ digital literacy competencies, and learning practices remain largely teacher-centered. Nevertheless, digital media such as videos and presentations have demonstrated potential to enhance students’ engagement, understanding, and motivation. The study also identifies several challenges, including inadequate infrastructure, limited teacher competence, low student digital skills, and insufficient parental support. In conclusion, digital literacy has the potential to support the gradual development of more engaging and learner-centered Islamic learning practices. However, its effective implementation requires improved infrastructure, enhanced teacher competencies, and stronger collaboration between schools and parents to support sustainable digital-based learning.
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