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DETERMINAN LITERASI DIGITAL PADA MAHASISWA PENDIDIKAN AGAMA ISLAM DI DAERAH ISTIMEWA YOGYAKARTA
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 (R²=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 (R²=pn.i%) than the earlier semester (R²=kn.j%). The influence of curiosity on digital literacy was higher in the final semester (β=j.osi) than in the earlier semester (β=j.nnv), and the influence of technology integration on selfefficacy changed from positive in the earlier semester (β=j.ioi) to negative in the final semester (β=-j.iop). Differences were also identified based on gender, with self-efficacy having a stronger mediating effect in women (β=j.itv, p<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.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
NIM.: 21304011012 Unik Hanifah Salsabila
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297.77 Pendidikan Agama Islam (Sekolah Islam, Pondok Pesantren, TPA, TPQ)