The Influence of Digital Islamic Learning Media and Teacher Pedagogical Competence on Students Religius Literacy and Learning Achievement

Iswati (Universitas Muhammadiyah Metro, Indonesia)
Bayu Ardiwansyah (Universitas Muhammadiyah Metro, Indonesia)
Makhful (Universitas Muhammadiyah Purwokerto, Indonesia)

Kasta: Jurnal Ilmu Sosial, Agama, Budaya dan Terapan
Vol. 5 No. 2 (2025): Agustus

The rapid transformation of digital technology has reshaped educational practices and created new opportunities for strengthening the quality of Islamic education. Nevertheless, the effectiveness of technology-enhanced Islamic learning depends not only on the availability of digital learning resources but also on teachers’ pedagogical competence in integrating technology into meaningful learning experiences. This study aims to examine the influence of digital Islamic learning media and teacher pedagogical competence on students’ religious literacy and learning achievement. A quantitative explanatory research design was employed using a survey approach. Data were collected from students through structured questionnaires and learning achievement assessments, while the research constructs were measured using indicators developed from relevant theoretical and empirical literature. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate the measurement model and test the hypothesized relationships among the constructs. The findings indicate that digital Islamic learning media has a positive and significant effect on students’ religious literacy and learning achievement. Teacher pedagogical competence also demonstrates a positive and significant influence on both outcomes, indicating that teachers’ ability to design, facilitate, and evaluate technology-supported learning is essential for improving students’ understanding and academic performance. Furthermore, the findings suggest that the combination of interactive digital Islamic learning resources and strong pedagogical competence creates a more engaging, contextual, and student-centered learning environment. These results extend the literature on technology-enhanced Islamic education by demonstrating that technological and pedagogical dimensions function as complementary determinants of religious literacy and academic achievement. The study implies that Islamic educational institutions should simultaneously strengthen digital learning infrastructure and teachers’ pedagogical-digital competencies to improve the quality and effectiveness of Islamic learning in the digital era.