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All Journal EduReligia : Jurnal Pendidikan Agama Islam Jurnal Pendidikan Islam
Putra, Purniadi
Pascasarjana, Prodi Magister Pendidikan Agama Islam Institut Agama Islam Sultan Muhammad Syafiuddin Sambas
Religion Education Social Sciences Other

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Digital Literacy as a Transformative Framework for Character Education: A Case Study in Madrasah Ibtidaiyah Putra, Purniadi; Mohd Faeez Ilias; Rudi Hartono; Burhanuddin Burhanuddin; Nanda Saputra; Barsihanor Barsihanor
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 1 (2026): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v9i1.429

Abstract

Digital transformation has significantly changed learning practices in Islamic primary education; however, the role of digital literacy as a transformative framework for character education, particularly through collaboration between teachers and parents in Madrasah Ibtidaiyah, remains under-explored. To address this research gap, this study investigates how digital media facilitates the internalisation of core moral values, strengthens participatory character building, and enhances students’ ethical reasoning within the Islamic educational context. The research employs a qualitative case study Design, complemented by descriptive quantitative data to ensure triangulation and robust interpretation of findings. Data were collected through systematic classroom observations, in-depth interviews with the madrasah principal, teachers, and students, and digital documentation of learning activities. Qualitative data were analysed using NVivo for thematic coding and pattern validation, while quantitative data were examined using mean score calculations to support the qualitative insights. The findings indicate that digital media effectively enhance students’ understanding of moral values, promote emotional engagement, and provide opportunities for reflective moral reasoning. Teachers demonstrate strong competence in integrating technology into learning, yet parental involvement remains moderate due to constraints in digital literacy and accessibility. Based on these findings, this study proposes a digital literacy-based character education model grounded in transformative and sociocultural learning perspectives. The model provides practical guidance for developing collaborative, technology-integrated character education policies and offers strategies for strengthening teacher-parent partnerships. Ultimately, the study contributes to advancing character education in Islamic primary schools by bridging theoretical, technological, and sociocultural dimensions of moral learning.
ISLAMIC MORAL HABITUATION AND ITS EFFECT ON SELF-CONTROL AND MORAL RESPONSIBILITY AMONG PRIMARY STUDENTS Putra, Purniadi; Nur Agus Salim; Rinovian Rais; Wati Karmila; Firmansyah Firmansyah
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 1 (2026)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v10i1.14636

Abstract

This study aimed to examine the effect of Islamic moral habituation programs on the development of self-control and moral responsibility among primary school students in Sambas Regency, West Kalimantan, Indonesia. This study employed a quantitative survey design. Data analysis used Structural Equation Modeling with Partial Least Squares (PLS-SEM) through SmartPLS 4. The study involved 200 students from Grades 4 and 5 across six Islamic primary schools. Three latent variables consisted of Islamic moral habituation (exogenous; 7 dimensions, 24 items), self-control (first endogenous; 5 dimensions, 20 items), and moral responsibility (second endogenous; 5 dimensions, 25 items). The structural model revealed that Islamic moral habituation had a significant positive effect on self-control (β = 0.469, t = 7.44, p < 0.001) and on moral responsibility (β = 0.542, t = 7.953, p < 0.001). The model demonstrated predictive relevance (Q² = 0.191 and 0.262) and explanatory power (R² = 0.22 and 0.294) with acceptable model fit (SRMR = 0.071). These findings confirmed that structured Islamic moral habituation served as a meaningful predictor of character development outcomes among primary school learners. The implication of this finding is that Islamic moral habits are effective in increasing students' self-control and responsibility, so they need to be implemented routinely by teachers as an important part of character education in Islamic primary schools.
Co-Authors Barsihanor Barsihanor Burhanuddin Burhanuddin Firmansyah Firmansyah Mohd Faeez Ilias Nanda Saputra Nur Agus Salim Rinovian Rais Rudi Hartono Wati Karmila