Descriptive qualitative analysis highlights low digital literacy among teachers and students in Islamic Religious Education classes, indicating urgent training needs.
Key Points
Teachers face challenges in utilizing digital literacy effectively in the Islamic Religious Education context, impacting learning outcomes.
Findings indicate low teacher competency and limited access to technology hinder effective teaching, suggesting the need for improved training.
The study employed a descriptive qualitative method, gathering data through observation and interviews with teachers and students.
Addressing these issues may enhance educational quality, requiring structured teacher training and better technological support for students.