@phdthesis{digilib71314,
           month = {April},
           title = {DETERMINAN LITERASI DIGITAL PADA MAHASISWA PENDIDIKAN AGAMA ISLAM DI DAERAH ISTIMEWA YOGYAKARTA},
          school = {UIN SUNAN KALIJAGA YOGYAKARTA},
          author = {NIM.: 21304011012 Unik Hanifah Salsabila},
            year = {2025},
            note = {Prof. Dr. H. Maragustam, M.A. dan Dr. Murtono, M.Si.},
        keywords = {Efikasi Diri, Heutagogi, Integrasi Teknologi, Keingintahuan, Literasi
Digital, Religiositas, Teknologi Pendidikan Agama Islam},
             url = {https://digilib.uin-suka.ac.id/id/eprint/71314/},
        abstract = {The digital transformation era has reshaped the landscape of Indonesian
higher education, including Islamic Religious Education at universities. Despite
high internet penetration among students, their mastery of digital literacy remains
inadequate. Enhancing digital literacy requires strengthening its key determinants.
Based on a meta-analysis, religiosity, curiosity, technology integration, selfefficacy,
and heutagogy are identified as potential factors influencing digital
literacy. This study aims to analyze the six constructs through empirical
measurements: (n) identifying the role of determinants of religiosity, curiosity, and
technology integration; (i) analyzing the mediation function of self-efficacy and
heutagogy towards digital literacy; and (o) visualizing a structural model that can
improve the digital literacy of Islamic Religious Education students.
This study employs an exploratory quantitative approach, focusing on the
five highest-ranked universities in the Special Region of Yogyakarta according to
the top ip uniRank? rankings as of July ijio: UIN Sunan Kalijaga, Universitas
Ahmad Dahlan, Universitas Islam Indonesia, Universitas Muhammadiyah
Yogyakarta, and Universitas ?Aisyiyah. From the total skk surveyed respondents,
ssn respondents (tu.ti\%) provided valid data, while ns responses (o.jv\%) were
excluded. The instrument was validated using the Rasch model through a
reliability range value of j.vv-j.tu and a Person Separation Index of i.vs-s.pv.
Furthermore, the analysis was carried out using the SEM-PLS second-order model
and multigroup testing.
The research results revealed three main findings: (n) religiosity, curiosity,
and technology integration was shown to play a strong role as a determinant for
digital literacy (R?=j.kko); (i) heutagogy and self-efficacy became perfect
mediators in the relationship between technology integration and religiosity with
digital literacy (OS=j.ons; OS=j.jsu), and partially mediated the relationship
between curiosity and digital literacy (OS=j.nni; OS=j.jui); (o) the structural
model showed substantial predictive ability (Qi=j.sik), with adequate validity
(SRMR=j.jkn; NFI=j.vpt). Multigroup analysis confirmed significant
differences based on semester level, with the model being more predictive for the
final semester (R?=pn.i\%) than the earlier semester (R?=kn.j\%). The influence of
curiosity on digital literacy was higher in the final semester ({\ensuremath{\beta}}=j.osi) than in the
earlier semester ({\ensuremath{\beta}}=j.nnv), and the influence of technology integration on selfefficacy
changed from positive in the earlier semester ({\ensuremath{\beta}}=j.ioi) to negative in the
final semester ({\ensuremath{\beta}}=-j.iop). Differences were also identified based on gender, with
self-efficacy having a stronger mediating effect in women ({\ensuremath{\beta}}=j.itv, p{\ensuremath{<}}j.jk). The
structural model as a novelty of this dissertation provides an empirical foundation
for strategies to enhance digital literacy by reinforcing key determinants, whose
effectiveness can be amplified through the mediating roles of heutagogy and selfefficacy.
This model offers a practical framework for integrating digital literacy
into Islamic Religious Education curricula at religious universities. First, in the
theoretical aspect, these findings enrich the determinant model of digital literacy
in Islamic higher education context by demonstrating the central role of curiosity
and heutagogical mediation pathways. Second, in the practical aspect, particularly
for Islamic Education program managers in (a) designing curricula that integrate
the development of curiosity and independent learning capabilities, (b)
strengthening technology integration in learning while considering religiosity, and
(c) providing special attention to first-year students and male students who require
more intensive support for digital literacy. Third, in the policy aspect, for
stakeholders to develop comprehensive digital literacy enhancement programs by
considering determinant factors and student demographic characteristics.}
}