The Urgency of Learning the History of Islamic Culture: Digital Literation Based

Abstract

The aim of this research is to explain the significance of digital literacy-based learning in the study of SKI at Madrasah Ibtidaiyah. In fact, few teachers have introduced digital literacy-based learning in the classroom. This is due to teachers' lack of understanding of how to use digital technology. This thesis employs qualitative descriptive analysis techniques in conjunction with field research. Techniques for gathering data included observation, interviews, and documentation. Descriptive analysis methods were used to analyze the data. Furthermore, comparing, checking the data's validity, and decrypting the data are all tasks that must be completed. The study's findings show that SKI's digital literacy-based learning is divided into four stages: (1) learning preparation, which includes deciding digital content based on the syllabus and lesson plans that will be provided to students; (2) digital material selection, which includes choosing digital files that will be shown during learning, such as images, movies, animated videos, or songs by examining whether or not the digital file is authorized. The learning material presented becomes more relevant and students become more engaged in learning as a result of digital literacy. This study serves as a resource for teachers interested in implementing digital literacy-based SKI learning, especially at Madrasah Ibtidaiyah

Optimalisasi Pembelajaran PAI Berbasis Literasi Digital di SD IT Plus Qurthuba Makassar

“…Hasil penelitian dalam penerapan metode pembelajaran berbasis literasi visual memberikan dampak yang signifikan dan dapat meningkatkan semangat belajar peserta didik serta memudahkan dalam memahami materi yang diajarkan oleh guru secara efektif dan efisien (Yudi & Rohma, 2022). Penelitian lain menemukan bahwa peserta didik lebih mudah memahami materi pembelajaran setelah penerapan pendekatan berbasis literasi digital, dengan pemilihan materi digital yang tepat, seperti gambar, film, video animasi, atau lagu (Yumiarty et al, 2021). Materi pembelajaran yang disajikan menjadi lebih relevan dan peserta didik menjadi lebih terlibat dalam pembelajaran sebagai hasil dari literasi digital.…”