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All Journal JUPIIS: Jurnal Pendidikan Ilmu-ilmu Sosial TUNAS BANGSA Jurnal Komunikasi Profesional Ibtida'i : Jurnal Kependidikan Dasar Jurnal Pendidikan Dasar dan Sosial Humaniora Prosiding Konferensi Ilmiah Dasar Ameena Journal Jurnal Pendidikan Islam LingLit Journal
Nanda Saputra
Sekolah Tinggi Ilmu Tarbiyah Al-Hilal Sigli
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Digital Literacy as a Transformative Framework for Character Education: A Case Study in Madrasah Ibtidaiyah Purniadi Putra; 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.
Peran Edukatif dan Sosial Guru PAI dalam Mewujudkan Sekolah Ramah Tanpa Bullying di MAN 1 Pidie Nada Afra; Nanda Saputra
Ameena Journal Vol. 4 No. 1 (2026): Ameena Journal
Publisher : Yayasan Madinah Al-Aziziyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63732/aij.v4i1.252

Abstract

Bullying in the school environment remains a serious issue that affects the psychological and social development of students. This study aims to analyze the educational and social roles of Islamic Religious Education (PAI) teachers in preventing and addressing bullying behavior at MAN 1 Pidie. The study employed a qualitative approach with a descriptive method. Data were collected through interviews, observations, and documentation involving PAI teachers, the madrasah principal, and students. The findings indicate that PAI teachers play a strategic role in creating a friendly and religious school climate through learning activities that instill moral values, empathy, and Islamic brotherhood (ukhuwah Islamiyah). In addition, the teachers’ social role is reflected through role modeling, character development, and personal interaction with students who experience or engage in bullying. The consistent efforts of PAI teachers contribute to the formation of a harmonious madrasah environment that respects differences and is free from verbal and physical violence.
Co-Authors Ari Wulandari Barsihanor Barsihanor Bloner Sinurat Burhanuddin Burhanuddin Dea Letriana Cesaria Desi Asmaret Doris Yolanda Saragih Faridah Faridah Husna Amin Iskandar Mawaddah Hajir Mohammad Sawir Mohd Faeez Ilias Muhammad Kasim Muhammad Yusuf Muhammadon Daeng Husen Nada Afra Purniadi Putra Purwaningsih Rohim Rudi Hartono Siswanta Yanti Kristina Sinaga Yanuar Bagas Arwansyah