ISLAMIC DIGITAL LITERACY AND STUDENT CHARACTER: A COMPARATIVE EVALUATION ACROSS MAJORITY AND MINORITY SCHOOL CONTEXTS

DOI: https://doi.org/10.33650/edureligia.v10i1.15774
Authors

(1) * Ferdinan Ferdinan   (Universitas Muhammadiyah Makassar, South Sulawesi)  
        Indonesia
(2)  Nurul Fadilah   (Universitas Muhammadiyah Makassar, South Sulawesi)  
        Indonesia
(3)  Dina Wulandari   (Universitas Muhammadiyah Makassar, South Sulawesi)  
        Indonesia
(4)  Tri Sutyaningsih   (Universitas Muhammadiyah Makassar, South Sulawesi)  
        Indonesia
(5)  Mahamadaree Waeno   (Fatoni University, Pattani)  
        Thailand
(*) Corresponding Author

Abstract


This study aimed to evaluate and compare the institutional readiness, instructional practices, and student Islamic digital character formation between Muslim-majority and Muslim-minority school contexts using Stake’s Countenance Model. Using Stake's Countenance Model, the study examined antecedents, transactions, and outcomes through a convergent mixed-methods evaluation design involving 20 Islamic education teachers and 80 students. Data were collected through student questionnaires, classroom observations, semi-structured interviews, document analysis, and student digital portfolios. Quantitative data were analysed descriptively using aggregate mean scores, while qualitative evidence was used to interpret institutional, pedagogical, and contextual patterns. Both schools demonstrated strong support for Islamic digital literacy through different pathways. SMP Unismuh Makassar showed stronger formal curriculum-based value integration, whereas Phatnawitya School showed stronger teacher agency and contextual adaptation in a Muslim-minority environment. Student outcomes indicated positive school-supported tendencies in responsibility, self-control, honesty, information verification, ethical communication, creative digital da’wah, and avoidance of harmful content. The study contributes to integrative Islamic education by demonstrating how Islamic values, digital competence, character formation, and contextual pedagogy can be connected within one evaluation framework. The findings remain descriptive and school-contextual and should not be interpreted as evidence of causal or long-term behavioural change.

Keywords

Islamic Digital Literacy and Student Character, Educational Evaluation, Stake Countenance Model



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Edureligia : Jurnal Pendidikan Agama Islam
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