Strengthening Digital Literacy in Islamic Religious Education (PAI) Learning

Abstract

The purposes of this research are to: (1) describe the concept of digital literacy and its relevance to PAI learning; (2) analyze strategies for strengthening digital literacy; (3) identify challenges and opportunities; and (4) explain the role of PAI teachers in digital literacy strengthening. This study synthesizes qualitative library research, analyzed through content analysis and source triangulation of published literature rather than field data, to strengthen digital literacy in Islamic Religious Education (PAI) learning. Findings identify four interrelated strategies operating at structural, cognitive, and behavioral levels: curriculum integration, critical thinking through a source-verification strategy, digital da'wah through social media, and value-based digital ethics. The study's contribution lies in grounding the verification strategy within the Islamic principle of tabayyun, and in adopting—not modifying—an existing five-stage learning model as an analytical framework linking these strategies. Infrastructure gaps and negative digital content remain key challenges; the proposed framework itself has not yet been empirically tested.