TY  - THES
N1  - Prof. Dr. H. Maksudin, M.Ag.
ID  - digilib78420
UR  - https://digilib.uin-suka.ac.id/id/eprint/78420/
A1  - Muhammad Hisyam Malik, NIM.: 24204091001
Y1  - 2026/08/03/
N2  - This study addresses the challenges encountered by Islamic schools (madrasah) in
responding to the demands of Society 5.0, particularly in adapting to rapid digital
transformation while preserving their Islamic identity and core values. Digital
competence and literacy have become essential competencies for students to
navigate an increasingly digitalized society. At the same time, madrasah are
expected to uphold Islamic moral values (akhlak Islami), which constitute the
philosophical foundation of their educational mission. Balancing these educational
imperatives has become a critical challenge, underscoring the need to investigate
how digital competence, literacy, and Islamic moral values can be harmoniously
integrated within the educational practices of an outstanding madrasah.
This study aims to describe the characteristics of an outstanding madrasah at MAN
3 Sleman in the context of Society 5.0; examine the implementation of digital
competence, literacy, and Islamic moral values; explore the Islamic moral
principles embedded in the implementation of digital competence and literacy; and
analyze the key factors that facilitate the harmonization of these three dimensions.
A qualitative case study design was employed because of its suitability for
investigating complex and context-specific educational phenomena. This approach
enabled an in-depth understanding of how MAN 3 Sleman balances technological
advancement with the preservation of Islamic spiritual values.
Data were collected through three primary methods: observation, semi-structured
interviews, and document analysis. After the data was collected, the researcher
carried out a data condensation process followed by data presentation and exposure.
The study involved eleven purposively selected participants, comprising the
principal, vice principals, information technology personnel, teachers, and students,
each contributing complementary perspectives on the phenomenon under
investigation. The trustworthiness of the findings was established through
methodological and source triangulation, as well as paying attention to four main
points in data validity testing, namely: credibility, transferability, dependability,
dan confirmability. Data were analyzed using the interactive model of data
reduction, data display, and conclusion drawing, thereby ensuring the
methodological rigor of the study.
The findings indicate that the characteristics of an outstanding madrasah in Society
5.0 are reflected in a well-defined institutional vision supported by consistent

leadership capable of translating that vision into educational policies and strategic
programs. At the implementation level, digital competence is fostered through the
utilization of the JMD (Jogja Madrasah Digital) platform, Quipper, and various
digital learning platforms adopted by teachers and students. Digital technology is
positioned not as an end in itself but as a pedagogical means to strengthen literacy
and cultivate Islamic moral values. Literacy development is implemented through
programs such as SERASI (Senin Literasi), MBL (Mayoga Book Lovers), research
classes, and semester-based literacy initiatives conducted in collaboration with
external partners. Furthermore, the findings demonstrate that digital competence,
literacy, and Islamic moral values are not treated as discrete domains but are
integrated into a cohesive educational ecosystem in which each dimension
reinforces the others. The alignment between institutional policies, observed
educational practices, and participants' experiences indicates that this
harmonization has been institutionalized rather than remaining merely rhetorical.
The harmonization is further strengthened by several interrelated factors, including
policy consistency, teachers' professional competence, exemplary personal
conduct, and an institutional culture that continuously reinforces Islamic values
through sustained educational practices.
This study contributes to the growing body of literature by demonstrating that the
harmonization of digital competence, literacy, and Islamic moral values should be
understood not as a static condition but as a dynamic and continuous process that
evolves alongside societal and technological transformations. Practically, the
findings provide valuable implications for madrasah leaders, teachers, Islamic
education policymakers, and future researchers in developing educational models
that are responsive to technological advancement while remaining firmly grounded
in Islamic values. Nevertheless, this study is limited by its single-case study design,
which constrains the transferability of the findings, and by the exclusion of parents,
community members, and madrasah alumni as research participants.
PB  - UIN SUNAN KALIJAGA YOGYAKARTA
KW  - Madrasah Unggul
KW  -  Kompetensi Digital
KW  -  Literasi
KW  -  Akhlak Islam
M1  - masters
TI  - IMPLEMENTASI KOMPETENSI DIGITAL, LITERASI, DAN AKHLAK ISLAMI DALAM MEWUJUDKAN MADRASAH UNGGUL ERA SOCIETY 5.0: STUDI KASUS DI MAN 3 SLEMAN
AV  - restricted
EP  - 192
ER  -