Islamic Digital Literacy as a Pedagogical Model for Religious Broadcasting in the Formation of Transcendent Character in Early Childhood
DOI:
https://doi.org/10.59944/postaxial.v4i3.1600Keywords:
Islamic digital literacy, Religious broadcasting, Digital pedagogy, Transcendent character, Early childhoodAbstract
The development of digital media has transformed early childhood learning practices, including Islamic education. However, digital media use in Raudhatul Athfal is often positioned merely as a learning aid or entertainment tool rather than as a structured pedagogical model for shaping children’s religious character. This study aims to analyze Islamic digital literacy as a religious broadcasting pedagogy model in developing transcendent character among early childhood learners. This research employed a descriptive qualitative approach with a case study design at Raudhatul Athfal in Bobotsari, Purbalingga, Central Java. Data were collected through participatory observation, in-depth interviews, and documentation involving teachers, the school principal, Islamic media practitioners, parents, and young learners. The data were analyzed through data reduction, data display, conclusion drawing, and verification. The findings reveal that Islamic digital literacy operates through three main processes: producing digital religious content, curating Islamic values, and internalizing transcendent character. Teachers act not only as instructors but also as content producers, narrators, moral curators, and connectors between school and family. The novelty of this study lies in positioning Islamic digital literacy as a religious broadcasting pedagogy model that does not merely use digital media as an instructional tool, but transforms it into a space for cultivating morality, empathy, care, and spiritual awareness in early childhood.
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