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Reflective Pedagogical Mediation and Value Formation in Digital Islamic Education: Longitudinal Evidence from Religious Attitude Development

Jurnal Pendidikan Islam · Vol. 12 No. 2 (2026) · hlm. 254–270

DOI
10.15575/jpi.v12i2.54777
ISSN
2460-8149, 2355-4339
Terbit
2026-06-14
Penerbit
The Faculty of Tarbiyah and Teacher Training associated with PSPII
Bahasa
eng

Abstrak

Research on digital learning in Islamic education has predominantly emphasized short-term instructional outcomes, providing limited understanding of how digitally mediated learning influences students’ religious attitudes over time, particularly in non-Western educational contexts. Moreover, the pedagogical processes through which digital environments facilitate value internalization remain underexplored. This study investigated the longitudinal development of students’ religious attitudes in digital Islamic education, with particular attention to the role of reflective pedagogical mediation. Employing a quantitative longitudinal quasi-experimental design, the study followed 120 madrasah students across three measurement points: initial, midpoint, and final. Data were collected using a validated 18-item Likert-scale questionnaire and analyzed through repeated measures ANOVA and independent-samples t-tests. The findings revealed a significant and gradual improvement in students’ religious attitudes throughout the study period. Students who experienced digitally mediated learning supported by reflective and value-oriented pedagogy demonstrated greater attitudinal gains than those exposed to more instructional, non-reflective approaches. Although positive changes were sustained over time, the rate of improvement slowed during the later stages of the intervention. These findings suggest that the educational value of digital learning depends less on technological exposure itself than on pedagogical processes that promote reflection and engagement with religious values. The study contributes longitudinal evidence to the emerging field of digital religious education by identifying reflective pedagogical mediation as a mechanism associated with sustained value formation and offers practical insights for aligning digital innovation with the broader aims of moral and religious development.

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24 penulis · 50 tautan kepenulisan bersama · 19 lintas organisasi

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  • Sunan Gunung Djati State Islamic University Bandung
  • Universitas Islam Negeri Palangka Raya
  • University of Palangka Raya
  • Indonesia University of Education
  • STAI-PIQ Sumatera Barat
  • Universitas Islam Al-Aziziyah Indonesia
  • Afiliasi tidak diketahui
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Rekan penulisOrganisasiArtikel bersama
Fatma Izzatun NajwaUniversitas Islam Negeri Palangka Raya1
Helma HidayatiUniversitas Islam Negeri Palangka Raya1
Hilya IzatillahUniversitas Islam Negeri Palangka Raya1
Neng GustiniSunan Gunung Djati State Islamic University Bandung1
Dede RohaniawatiSunan Gunung Djati State Islamic University Bandung1
Qiqi Yuliati ZaqiahSunan Gunung Djati State Islamic University Bandung1
Yeti HeryatiSunan Gunung Djati State Islamic University Bandung1
Rahmat Tawakkal SobariUniversitas Islam Negeri Palangka Raya1
Muhammad Ali RamdhaniSunan Gunung Djati State Islamic University Bandung1
Muhibbin SyahSunan Gunung Djati State Islamic University Bandung1
Habibie YusufSunan Gunung Djati State Islamic University Bandung1
Ahmad SaefullohUniversity of Palangka Raya1
Khairil AnwarUniversitas Islam Negeri Palangka Raya1
Syafrul NalusSTAI-PIQ Sumatera Barat1
Zakia ZuzantiUniversity of Palangka Raya1
Hikmah MaulaniIndonesia University of Education1
Jenal BustomiSunan Gunung Djati State Islamic University Bandung1
Nalahuddin SalehIndonesia University of Education1
Dadan MardaniUniversitas Islam Al-Aziziyah Indonesia1
Muthi Al-UshaliAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.uinsgd.ac.id/index.php/jpi/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Reflective Pedagogical Mediation and Value Formation in Digital Islamic Education: Longitudinal Evidence from Religious Attitude Development</dc:title>
	<dc:creator>Jennah, Rodhatul</dc:creator>
	<dc:creator>Hasanah, Aan</dc:creator>
	<dc:creator>Mazrur, Mazrur</dc:creator>
	<dc:creator>Surawan, Surawan</dc:creator>
	<dc:subject xml:lang="en-US">Digital Religious Education</dc:subject>
	<dc:subject xml:lang="en-US">Longitudinal Research</dc:subject>
	<dc:subject xml:lang="en-US">Pedagogical Mediation</dc:subject>
	<dc:subject xml:lang="en-US">Reflective Pedagogy</dc:subject>
	<dc:subject xml:lang="en-US">Religious Attitudes</dc:subject>
	<dc:subject xml:lang="en-US">Value Formation</dc:subject>
	<dc:description xml:lang="en-US">Research on digital learning in Islamic education has predominantly emphasized short-term instructional outcomes, providing limited understanding of how digitally mediated learning influences students’ religious attitudes over time, particularly in non-Western educational contexts. Moreover, the pedagogical processes through which digital environments facilitate value internalization remain underexplored. This study investigated the longitudinal development of students’ religious attitudes in digital Islamic education, with particular attention to the role of reflective pedagogical mediation. Employing a quantitative longitudinal quasi-experimental design, the study followed 120 madrasah students across three measurement points: initial, midpoint, and final. Data were collected using a validated 18-item Likert-scale questionnaire and analyzed through repeated measures ANOVA and independent-samples t-tests. The findings revealed a significant and gradual improvement in students’ religious attitudes throughout the study period. Students who experienced digitally mediated learning supported by reflective and value-oriented pedagogy demonstrated greater attitudinal gains than those exposed to more instructional, non-reflective approaches. Although positive changes were sustained over time, the rate of improvement slowed during the later stages of the intervention. These findings suggest that the educational value of digital learning depends less on technological exposure itself than on pedagogical processes that promote reflection and engagement with religious values. The study contributes longitudinal evidence to the emerging field of digital religious education by identifying reflective pedagogical mediation as a mechanism associated with sustained value formation and offers practical insights for aligning digital innovation with the broader aims of moral and religious development.</dc:description>
	<dc:publisher xml:lang="en-US">The Faculty of Tarbiyah and Teacher Training associated with PSPII</dc:publisher>
	<dc:date>2026-06-14</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.uinsgd.ac.id/index.php/jpi/article/view/54777</dc:identifier>
	<dc:identifier>10.15575/jpi.v12i2.54777</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan Islam; Vol. 12 No. 2 (2026): Jurnal Pendidikan Islam; 254-270</dc:source>
	<dc:source xml:lang="id-ID">Jurnal Pendidikan Islam; Vol 12 No 2 (2026): Jurnal Pendidikan Islam; 254-270</dc:source>
	<dc:source>2460-8149</dc:source>
	<dc:source>2355-4339</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.uinsgd.ac.id/index.php/jpi/article/view/54777/16587</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2026 Jurnal Pendidikan Islam</dc:rights>
</oai_dc:dc>