eprintid: 71314 rev_number: 10 eprint_status: archive userid: 12460 dir: disk0/00/07/13/14 datestamp: 2025-06-12 04:03:37 lastmod: 2025-06-12 04:03:37 status_changed: 2025-06-12 04:03:37 type: thesis metadata_visibility: show contact_email: muh.khabib@uin-suka.ac.id creators_name: Unik Hanifah Salsabila, NIM.: 21304011012 title: DETERMINAN LITERASI DIGITAL PADA MAHASISWA PENDIDIKAN AGAMA ISLAM DI DAERAH ISTIMEWA YOGYAKARTA ispublished: pub subjects: 297.77 divisions: s3 full_text_status: restricted keywords: Efikasi Diri, Heutagogi, Integrasi Teknologi, Keingintahuan, Literasi Digital, Religiositas, Teknologi Pendidikan Agama Islam note: Prof. Dr. H. Maragustam, M.A. dan Dr. Murtono, M.Si. 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 (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