The Role Of Digital, Information, And Media Literacy In Improving The Pedagogical Competence Of PAI Teachers At SMP Ma'arif Tukdana

Abstract

Information, media, and digital literacy skills have become essential competencies for Islamic Education (PAI) teachers in the era of technological transformation. In Indonesia, although internet access has reached the majority of the population, the functional level of digital literacy required to support effective learning remains inadequate. PAI teachers often encounter challenges in utilizing digital media effectively due to limited infrastructure and insufficient specialized training. This condition creates a gap between the potential of digital technology and actual pedagogical practices, which are still largely instrumental in nature. Therefore, strengthening literacy competencies is an urgent necessity to develop teaching professionalism that is relevant to contemporary challenges. This study specifically aims to analyze the digital, information, and media literacy competencies possessed by Islamic Education teachers at SMP Ma’arif Tukdana. In addition, this research seeks to describe how teachers’ pedagogical competence is demonstrated in the implementation of religious instruction at the school. The ultimate objective is to examine the extent to which these three forms of literacy contribute to enhancing the professional quality of PAI teachers. Through this analysis, appropriate strategies for developing teacher competence within the Ma’arif school environment are expected to be identified. This research focus is crucial to ensure that religious messages can be delivered effectively and remain relevant in the digital era.. The study employed a descriptive qualitative research approach to obtain a holistic and in-depth understanding of the phenomenon in the field. Data were collected through in-depth interviews with key informants, direct participatory observation, and documentation studies related to instructional tools. The research subjects consisted of Islamic Education teachers actively teaching at SMP Ma’arif Tukdana who met specific criteria. Data analysis techniques included data reduction, data presentation, and conclusion drawing or verification to ensure the credibility of the findings. This study was conducted within a defined time frame to capture the empirical reality of teachers’ digital literacy practices. The findings indicate that PAI teachers have developed a strong awareness of digital ethics by integrating the principle of tabayyun (verification) in their online activities. In terms of information literacy, teachers have begun to utilize the internet and digital books as primary reference sources to enrich instructional materials. However, the use of technology in learning remains largely instrumental, such as the use of presentation slides, and has not yet reached a level of transformational innovation. Nevertheless, the use of digital tools has positively impacted students’ learning interest and understanding of religious content. Overall, teachers have demonstrated initial efforts to integrate technology, although further technical development is still required. In conclusion, this study affirms that strengthening digital, information, and media literacy constitutes a fundamental foundation for the professional development of contemporary Islamic Education teachers. Teachers serve not only as instructors but also as digital moral educators who guide students in ethical online behavior. Strong institutional support is required through continuous training programs and adequate ICT infrastructure provision in schools. Enhancing these competencies will help teachers bridge Islamic teachings with modern life realities in a more contextual manner. Thus, appropriate literacy integration can foster adaptive, interactive, and spiritually grounded religious learning environments.