Literasi Digital Kaum Santri di Indonesia Bagian Barat

(Persepsi, Praktik, Tantangan, dan Strategi Transformasi Pendidikan Islam di Era Teknologi Digital)

Abstract

Digital transformation has become an urgent need for educational institutions, including Islamic boarding schools (traditional Islamic schools) in Western Indonesia. This study explores the perceptions, practices, challenges, and strategies of digital literacy adoption faced by students through the method of synthesis of qualitative literature from 15 current research sources (2023–2025) as well as case studies from five Islamic boarding schools in West Java and East Java. This study analyzes the pattern of technology adoption in Islamic boarding schools with a complete spectrum from salafi (strict traditional) to khalafi (contemporary) with a focus on the West Java region that has the highest concentration of Islamic boarding schools. The findings show mixed perceptions: conservative perspectives view technology as a threat to moral values, while progressive perspectives recognize its potential to enhance 21st-century learning and competence. Digital literacy practices vary from the provision of scheduled digital infrastructure, digitization of the classic yellow book, the use of social media for modern da'wah, integration in the entrepreneurship curriculum, to administrative transformation. Key challenges include limited internet infrastructure in rural areas (especially South West Java), low digital proficiency of students and teachers (which can be improved by 42–83% through training), deep cultural resistance, ideological contestation with Neo-Salafi narratives in the digital space, and the spread of religious misinformation. The urban-rural digital divide shows a significant disparity: urban pesantren use E-Santren and Google Classroom widely (80–100% adoption), while rural pesantren still rely on simple tools with 3 out of 5 experiencing internet network problems. The participatory development communication model implemented at the Asshiddiqiyah Islamic Boarding School in Jakarta (45,000 TikTok followers) and MBS 2 Ki Bagus Hadikusumo Jampang showed significant effectiveness with an average increase in students' digital skills of 42–83%. The integration of digital entrepreneurship (case study of the Al-Ittifaqiah Indralaya Islamic Boarding School) demonstrates the sustainability model with e-commerce, digital marketing agency, and software development house that involves students in learning by doing. The research recommends a coordinated multi-level approach: (1) Islamic Boarding School: reformulation of flexible digital access policies, infrastructure investment, curriculum integration; (2) The government: strengthen the Go Digital Islamic Boarding School program, universal broadband policy, competency standardization; (3) Private sector & academia: university-pesantren partnerships, CSR tech companies; (4) Research: longitudinal quantitative study and continuous evaluation. In conclusion, digital literacy in Islamic boarding schools is at a critical transformation point where the synergy between the preservation of traditional values and ethical technological modernization can produce a generation of students who are digitally literate as well as strong in faith and morals.