'Aabidah Ummu 'Aziizah, Safika Maranti, Ana Afsantin Faatih, Bekti Wulan Sari, Unik Hanifah Salsabila

Efektivitas Pelatihan Literasi Digital dalam Meningkatkan Kemampuan Identifikasi Hoax dan Produksi Konten Positif pada Siswa Kelas XI MA Taruna Al-Qur'an

Introduction

Efektivitas pelatihan literasi digital dalam meningkatkan kemampuan identifikasi hoax dan produksi konten positif pada siswa kelas xi ma taruna al-qur'an. Penelitian ini mengukur efektivitas pelatihan literasi digital terintegrasi nilai Islam untuk siswa MA Taruna Al-Qur'an. Hasilnya, kemampuan identifikasi hoax dan produksi konten positif siswa meningkat signifikan.

Abstract

Penelitian ini bertujuan mengukur efektivitas pelatihan literasi digital dalam meningkatkan kemampuan identifikasi hoax dan produksi konten positif pada siswa kelas XI MA Taruna Al-Qur'an. Siswa madrasah ini memiliki keterbatasan akses teknologi digital selama masa pendidikan, namun harus siap menghadapi dunia digital pasca kelulusan. Menggunakan desain pre-experimental (one-group pre-test-post-test), pelatihan dilaksanakan dengan pendekatan partisipatif-interaktif yang mengintegrasikan nilai-nilai Islam dalam literasi digital. Hasil menunjukkan peningkatan signifikan pada pemahaman literasi digital siswa sebesar 40,9%, dengan peningkatan tertinggi pada kemampuan identifikasi hoax (48,6%) dan keterampilan membuat konten positif (48,2%). Temuan ini mengindikasikan bahwa pendekatan terintegrasi antara literasi digital dan nilai-nilai keislaman efektif dalam mempersiapkan siswa madrasah menghadapi tantangan dunia digital, sekaligus mempertahankan nilai-nilai akhlak mulia yang menjadi fondasi pendidikan madrasah. Lebih lanjut, 87% siswa berhasil menghubungkan konsep literasi digital dengan nilai-nilai Islam dalam praktik digital mereka, dan 85% siswa membagikan pengetahuan mereka kepada anggota keluarga, memperluas dampak pelatihan di luar kelas.

Review

This study, "Efektivitas Pelatihan Literasi Digital dalam Meningkatkan Kemampuan Identifikasi Hoax dan Produksi Konten Positif pada Siswa Kelas XI MA Taruna Al-Qur'an," addresses a highly relevant and critical educational need: equipping students from madrasah backgrounds with essential digital literacy skills, especially considering their potentially limited prior exposure to technology. The research clearly articulates its objective to measure the effectiveness of a digital literacy training program, focusing on two crucial outcomes: hoax identification and positive content creation. The innovative integration of Islamic values within a participatory-interactive training approach is particularly noteworthy, offering a culturally sensitive and contextually relevant pedagogical model for religious educational institutions. Methodologically, the study employed a pre-experimental one-group pre-test-post-test design, which effectively captured the immediate impact of the intervention. The findings are compelling, reporting a significant overall improvement of 40.9% in students' digital literacy understanding. Specifically, the substantial gains in hoax identification (48.6%) and positive content creation skills (48.2%) underscore the direct efficacy of the training in targeted areas. Beyond quantitative metrics, the abstract highlights impressive qualitative successes, with 87% of students connecting digital literacy concepts with Islamic values and 85% actively sharing their newfound knowledge with family members, indicating a broader, real-world impact and knowledge dissemination beyond the classroom setting. The research provides strong evidence that a tailored approach, integrating digital literacy with Islamic ethical frameworks, is highly effective in preparing madrasah students for the challenges of the digital world while simultaneously reinforcing their moral foundations. This finding has significant implications for curriculum development in similar educational contexts, demonstrating a successful model for fostering digital citizenship that is rooted in local values. While the chosen research design provides valuable initial insights, future research could benefit from longitudinal studies to assess long-term retention and behavioral changes, or comparative studies with control groups to further validate the intervention's unique impact. Nevertheless, this study makes a valuable contribution to the literature on digital literacy education, particularly within religious educational settings.

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