Email this article 
Perilaku Literasi Digital Keagamaan Mahasiswa UIN Sunan Ampel Surabaya
Abstract
State Islamic University of Sunan Ampel Surabaya (UINSA) implements integrated twin-towers learning model that combines Islamic scholarship with science, technology, social, and humanities. Through this learning model, the students of UINSA get courses on strengthening Islamic values regardless of their study program. Students are required to be independent in learning, including getting religious learning resources that can be accessed via the internet. However, religious information circulating on the internet is not always true and valid, so it affects on student behavior in accessing religious literacy in the digital world. This article aims to describe the level of religious digital literacy behavior on the students of UINSA and is observed based on demographic elements (gender, faculty and education background). The research method was carried out with quantitative approach where data collection was carried out by distributing questionnaires referring to the UNESCO Media and Information Literacy Assessment Framework via online. The results of this research indicate that the level of student religious digital literacy behavior is on a advance level. However, in demographic element, it shows various digital literacy levels, there are those who get advanced and intermediate levels. The results of this study are expected to be a reference for university to develop digital religious literacy competencies among their students in the future.
Keywords
Full Text:
PDFReferences
Abbas, Q., Hussain, S. dan Rasool, S. (2019) “Digital Literacy Effect on the Academic Performance of Students at Higher Education Level in Pakistan,” Global Social Sciences Review, IV(I), hal. 154–165. doi: 10.31703/gssr.2019(iv-i).14.
Aesaert, K. dkk. (2015) “The contribution of pupil, classroom and school level characteristics to primary school pupils’ ICT competences: A performance-based approach,” Computers & Education, 87, hal. 55–69. doi: 10.1016/j.compedu.2015.03.014.
APJII (2019) Penetrasi & Profil Perilaku Pengguna Internet Indonesia Tahun 2018. Jakarta. Tersedia pada: www.apjii.or.id.
APJII (2020) Laporan Survei Internet APJII 2019 – 2020. Jakarta.
Arifin, S. (2017) “Digital Literacy of Middle Class Muslims,” Iseedu: Journal of Islamic Educational Thoughts and Practices, 1(1), hal. 152–173.
Bawden, D. (2008) Origins and Concepts of Digital Literacy, in: Digital Literacies: Concepts, Policies and Practices. New York: Peter Lang Publishing.
Çam, E. dan Kiyici, M. (2017) “Perceptions of Prospective Teachers on Digital Literacy,” Malaysian Online Journal of Educational Technology, 5(4), hal. 29–44.
Chen, L. C., Chen, Y. dan Ma, W. (2014) “Effects of integrated information literacy on science learning and problem-solving among seventh-grade students,” Malaysian Journal of Library & Information Science, 19(2), hal. 35–51.
Cooke, N. A. (2018) Fake news and alternative facts: Information literacy in a post-truth era.
Direktorat Jenderal Pembelajaran dan Kemahasiswaan (2019) Panduan Penyusunan Kurikulum Pendidikan Tinggi di Era Industri 4.0. Jakarta: Direktorat Jenderal Pembelajaran dan Kemahasiswaan Kementerian Riset, Teknologi dan Pendidikan Tinggi.
Gambetta, D. dan Hertog, S. (2009) “Why are there so many Engineers among Islamic Radicals ?,” European Journal of Sociology, 50(2), hal. 201–230.
Gebhardt, E. dkk. (2019) Gender Differences in Computer and Information Literacy An In-depth Analysis of Data from ICILS. Diedit oleh S. Hegarty dan L. Rutkowsko. Amsterdam: Springer Open.
Gilster, P. (1997) Digital Literacy. New York: Wiley.
Gullikson, S. (2006) “Faculty Perceptions of ACRL ’ s Information Literacy Competency Standards for Higher Education,” The Journal of Academic Librarianship, 32(6), hal. 583–592.
Hamid, A. dkk. (2019) “Mobile Seamless Learning Strategy: The Effect and Implementation on Students’ Concepts Mastery,” Journal for the Education of Gifted Young Scientists, 7(December), hal. 967–982. doi: 10.17478/jegys.622416.
Haque, M. S. (2016) “Information and Communication Technology in Islamic Propagation,” International Journal of Information and Communication Technology Research, 6(January 2016).
In’amurrohman, F. (2019) “Kesyubhatan TIK: Sisi Gelap dan Terang Penggunaan TIK pada Literasi Digital Pondok Pesantren,” Jurnal Teknik Elektromedik Indonesia, 1(1), hal. 25–29. doi: 10.18196/mt.010105.
Istiqoriyah, L. (2019) “The inheritance of pesantren tradition in information literacy: a case study in Darul Muttaqin,” Advances in Social Science, Education and Humanities Research, 302(Icclas 2018), hal. 155–157.
Jan, S. (2018) “Gender, School and Class Wise Differences in Level of Digital Literacy Among Secondary School Students in Pakistan,” Issues and Trends in Educational Technology, 6(2), hal. 15–27. doi: 10.2458/azu_itet_v6i2_jan.
Kementerian Agama (2019) Moderasi Beragama. Jakarta: Kementerian Agama.
Kementerian Pendidikan dan Kebudayaan (2017a) Materi Pendukung Literasi Digital. Jakarta: Kementerian Pendidikan dan Kebudayaan.
Kementerian Pendidikan dan Kebudayaan (2017b) Panduan Gerakan Literasi Nasional. Jakarta. Kementerian Pendidikan dan Kebudayaan.
Kementerian PPN/Bappenas (2019) Rancangan Teknokratik Rencana Pembangunan Jangka Menengah Nasional 2020-2024. Jakarta: Kementerian Perencanaan Pembangunan Nasional/Badan Perencanaan Pembangunan Nasional.
Khozin, W. (2013) “Sikap Keagamaan dan Potensi Radikalisme Agama Mahasiswa Perguruan Tinggi Agama,” EDUKASI, 11(06), hal. 289–304.
Magoi, J. S., Abrizah, A. dan Aspura, M. K. Y. I. (2020) “Shaping library ’ s social media authority through trust -creating activities : A case of selected academic libraries in Nigeria,” Malaysian Journal of Library & Information Science, 25(1), hal. 83–102.
Martine, P. dan Mary, F. (2014) “Digital literacies in foreign and second language education,” di Guikema, J. P. dan Williams, L. (ed.) Digital literacies in foreign and second language education. 12 ed. San Marcos: Computer Assisted Language Instruction Consortium (CALICO).
McLoughin, C. (2011) “What ICT-related skills and capabilities should be considered central to the definition of digital literacy?,” di Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011, hal. 471–475.
Meeus, W. (2015) “Why do young people become Jihadists? A theoretical account on radical identity development,” European Journal of Developmental Psychology, 12(3), hal. 275–281.
Nur, M. (2019) “Literasi Digital Keagamaan Aktivis Organisasi Keagamaan di Madrasah Aliyah Negeri (MAN) di Kota Bandung,” Jurnal SMaRT Studi Masyarakat, Religi dan Tradisi, 05(01), hal. 1–27.
Nurjanah, E., Rusmana, A. dan Yanto, A. (2017) “Hubungan Literasi Digital Dengan Kualitas Penggunaan e-Resources,” Lentera Pustaka, 3Nurjanah,(2), hal. 117–140.
Pinto, M. (2016) “Assessing Disciplinary Differences in Faculty Perceptions of Information Literacy Competencies,” Aslib Journal of Information Management, 68(2), hal. 227–247. doi: 10.1108/AJIM-05-2015-0079.
Pusat Pengkajian Islam dan Masyarakat (2018) Api dalam Sekam Keberagamaan Muslim Gen-Z. Tangerang: Pusat Pengkajian Islam dan Masyarakat UIN Syarif Hidayatullah Jakarta.
Ramdhani, R. (2020) Analisis Perilaku Literasi Digital Keagamaan pada Mahasiswa UIN Sunan Ampel Surabaya. UIN Sunan Ampel Surabaya.
Samani, E., Noordin, N. dan Karimzadeh, A. (2019) “Socio-demographic related difference in digital literacy among undergraduate students of state universities in Iran,” Iranian Journal of English for Academic Purposes, 8(2), hal. 34–50.
Simamora, B. (2004) Panduan Riset Perilaku Konsumen. Jakarta: Gramedia Pustaka Utama.
Sinclair, S. (2013) “Digital Literacy in Religious Studies,” DISKUS: The Journal of the British Association for the Study of Religion, 14, hal. 37–54.
Sugiyono (2012) Metode Penelitian. Bandung: Alfabeta.
Sugiyono (2016) Metode Penelitian. 23 ed. Bandung: CV Alfabeta.
Syahid, A. dkk. (2015) “Perilaku Radikal Mahasiswa Perguruan Tinggi Islam Faktor dan Tendensi Psikologis Mahasiswa UIN Jakarta,” di 15th Annual International Conference on Islamic Studies (AICIS). Manado: Kementerian Agama RI - IAIN Manado, hal. 3–6.
Tran, T. dkk. (2020) “How digital natives learn and thrive in the digital Age : Evidence from an emerging economy,” Suistanability, 12, hal. 1–24. doi: 10.3390/su12093819.
Twing, P. (2013) ICT is dead - long live ICT, EdFutures.
UIN Sunan Ampel Surabaya (2017) “Rencana Induk Pengembangan Universitas Islam Negeri (UIN) Sunan Ampel Surabaya Tahun 2020-2045.” Surabaya: UIN Sunan Ampel Surabaya.
UIN Sunan Ampel Surabaya (2019) “Rekapitulasi Keseluruhan Mahasiswa UINSA.”
UNESCO (2013) Global Media and Information Literacy Assessment Framework : Country Readiness and Competencies. Paris: United Nations Educational, Scientific and Cultural Organizations.
UNESCO Institute for Statistics (2018) A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2. Quebec: UNESCO Institute for Statistics.
Wahid Foundation (2016) Potensi Intoleransi dan Radikalisme Sosial-Keagamaan di Kalangan Muslim Indonesia. Jakarta.
Wekke, I. S. dan Hamid, S. (2013) “Technology on language teaching and learning : A research on Indonesian Pesantren,” Procedia - Social and Behavioral Sciences. Elsevier B.V., 83, hal. 585–589. doi: 10.1016/j.sbspro.2013.06.111.
World Economic Forum (2015) New Vision for Education Unlocking the Potential of Technology. Geneva: World Economic Forum.
Zada, K. dkk. (2019) “Reduce Extremism through Digital Literacy,” di The 7th International Conference on Cyber and IT Service Management.
DOI: https://doi.org/10.18784/smart.v7i2.1320
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 Rizki Ramdhani, Indri Sudanawati Rozas, Evi Fatimatur Rusydiyah
This work is licensed under a Creative Commons Attribution 4.0 International License.