Cognitive Scaffolding and Faith-Based Digital Literacy: Integrating Advanced Organizer and YouTube in Islamic Moral Education

Authors

DOI:

https://doi.org/10.18592/aladzkapgmi.v15i2.18627

Keywords:

Advanced Organizer; YouTube; Akidah Akhlak; Islamic Moral Education; Islamic Digital Literacy

Abstract

This study investigates the effectiveness of integrating the Advanced Organizer learning model with YouTube media to strengthen Islamic digital literacy and learning outcomes in Islamic Moral Education (Akidah Akhlak)  at MIN 7 Tapin. Employing a quantitative quasi-experimental design with pretest–posttest control groups, the study involved 104 sixth-grade students. The experimental group received learning through the Advanced Organizer model supported by Islamic YouTube content, while the control group received conventional instruction. Data were collected using validated achievement tests, Islamic digital literacy questionnaires, and learning observation sheets. Data analysis included normality, homogeneity, independent t-test, and Cohen’s d effect size using SPSS 26.0. The results revealed a significant difference between the experimental and control groups (p < 0.05) with a high effect size (d = 0.84), indicating that the integration significantly improved students’ conceptual understanding and ability to utilize digital media based on Islamic ethics. This study contributes theoretically by operationalizing Islamic digital literacy as a cognitively scaffolded instructional framework rather than a mere ethical or technical construct. The findings extend meaningful learning theory into faith-based digital education contexts by demonstrating how moral cognition can be systematically shaped through pre-organized multimedia learning.

References

Adima, M. F., Baharudin, Syafe’i, I., Zulaikha, S., Susilawati, B., & Shabira, Q. (2025). Digital literacy trends in Islamic perspective in higher education: A bibliometric review. Jurnal Penelitian Pendidikan IPA, 10(12), 1012–1026. https://doi.org/10.29303/jppipa.v10i12.9847

Adler, I., Warren, S., Norris, C., et al. (2025). Leveraging opportunities for self-regulated learning in smart learning environments. Smart Learning Environments, 12(1), 6. https://doi.org/10.1186/s40561-024-00359-w

Aisyah, S., & Hasan, N. (2023). YouTube as an Islamic learning resource for millennial students. AULADUNA: Jurnal Pendidikan Dasar Islam, 10(1), 55–68. https://doi.org/10.24252/auladuna.v10i1a5.2023

Alpionita, I., & Baihaqi, M. (2025). When Educational Videos Do Not Improve Learning: A Case Study on IPAS Achievement Among Fourth-Grade Students. Journal of Elementary Education Research and Practice, 1(3). https://doi.org/10.70376/b6hqvk31

Anandita, A., Adi, N. P., & Baihaqi, H. K. (2025). Enhancing physics learning with an advanced organizer: A meta-cognitive approach. KONSTAN: Jurnal Fisika dan Pendidikan Fisika, 10(1), 14–22. https://doi.org/10.20414/konstan.v10i01.641

Arifin, Z., & Hakim, A. (2023). Implementation of digital ethics in madrasah curriculum. Jurnal Pendidikan dan Kebudayaan, 8(3), 201–215. https://doi.org/10.24832/jpnk.v8i3.3521

Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart & Winston.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs: Prentice-Hall.

Greenhow, C., & Lewin, C. (2016). Social media and education: Reconceptualizing the boundaries of formal and informal learning. Learning, Media and Technology, 41(1), 6–30. https://doi.org/10.1080/17439884.2015.1064954

Hamid, A., & Sa’adah, N. (2022). Digital literacy in Islamic education: A systematic literature review. Jurnal Pendidikan Islam, 8(2), 225–242. https://doi.org/10.15575/jpi.v8i2.19468

Herold, A., & Seufert, T. (2025). Who regulates? Effects of scaffolding in system- and self-regulated learning. Frontiers in Psychology, 16, 1543024. https://doi.org/10.3389/fpsyg.2025.1543024

Kurniawan, D., & Prasetyo, Z. (2022). The use of YouTube for Islamic learning: Student engagement and learning impact. Jurnal Pendidikan Agama Islam, 19(2), 181–198. https://doi.org/10.14421/jpai.2022.192-04

Mahmudah, S., & Iwan, R. (2025). Religious digital literacy among Islamic boarding school students through a critical study of the Salafiyah Islamic boarding school curriculum. West Science Islamic Studies, 3(4). https://doi.org/10.58812/wsiss.v3i04.2326

Mayer, R. E. (2014). The Cambridge handbook of multimedia learning (2nd ed.). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139547369

Nasution, R., & Lubis, M. (2021). Digital literacy competence among Islamic elementary students. Jurnal Basicedu, 5(6), 5129–5138. https://doi.org/10.31004/basicedu.v5i6.1684

Nisa, K., & Huda, M. (2021). Strengthening Islamic character education through digital learning media. Ta’dib: Jurnal Pendidikan Islam, 26(1), 9–20. https://doi.org/10.19109/td.v26i1.7550

Novak, J. D. (2002). Meaningful learning: The essential factor for conceptual change. Science Education, 86(4), 548–571. https://doi.org/10.1002/sce.10032

Ouyang, Z. (2025). Self-regulated learning and engagement as serial mediators between AI-driven adaptive learning platform characteristics and educational quality: A psychological mechanism analysis. Frontiers in Psychology, 16, 1646469. https://doi.org/10.3389/fpsyg.2025.1646469

Rahman, A., & Nurfadillah. (2022). Islamic character education through digital learning innovation. Al-Tadzkiyyah: Jurnal Pendidikan Islam, 13(1), 85–98. https://doi.org/10.24042/atjpi.v13i1.10254

Rivai, M., Darsimon, Ilham, Basir, B., & Firman, H. (2025). Digital literacy to improve students’ information evaluation and analysis skills in the context of Islamic religious education technology-based at SMA Negeri 1 Raha. International Journal on Advanced Science, Education, and Religion, 8(3), 313–322. https://doi.org/10.33648/ijoaser.v8i3.1245

Rohman, M., & Fauzi, A. (2023). Integrating digital learning media in madrasah classrooms. Al-Ibtida: Jurnal Pendidikan Guru MI, 10(1), 1–18. https://doi.org/10.24235/al.ibtida.snj.v10i1.11225

Sari, M., & Setiawan, A. (2023). Islamic digital literacy framework for elementary education. Jurnal Iqra: Kajian Ilmu Pendidikan, 8(1), 15–32. https://doi.org/10.25217/ji.v8i1.3047

Twabu, K. (2025). Enhancing the cognitive load theory and multimedia learning framework with AI insight. Discover Education, 4, 160. https://doi.org/10.1007/s44217-025-00592-6

Wahyudi, A., & Islamiati. (2023). Digital transformation of PAI learning in madrasah. Edukasi Islamika, 8(1), 45–59. https://doi.org/10.28918/jei.v8i1.6423

Zain, M., & Vebrianto, R. (2022). Digital tools for improving learning quality in madrasah. Al-Ishlah: Jurnal Pendidikan, 14(2), 2151–2162. https://doi.org/10.35445/alishlah.v14i2.2125

Zartiyana, N., Agustina, M., & Hasan, K. (2023). YouTube as a learning media in Islamic education. Al-Mudarris: Jurnal Ilmiah Pendidikan Islam, 6(2), 171–190. https://doi.org/10.23971/mdr.v6i2.4555

Downloads

Published

2025-12-22

How to Cite

Rahmawati, M., Mahdiyah, M., Nisa, Z. ., Sabirin, M. ., & Mof, Y. . (2025). Cognitive Scaffolding and Faith-Based Digital Literacy: Integrating Advanced Organizer and YouTube in Islamic Moral Education. Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah, 15(2), 246–256. https://doi.org/10.18592/aladzkapgmi.v15i2.18627