Pendampingan Pembelajaran Digital Berbasis Web untuk Meningkatkan Literasi Pembelajaran Mahasiswa Pascasarjana Mahasiswa Program Studi Magister Pendidikan Agama Islam Universitas Islam Zainul Hasan Genggong

Muhammad Ichsan; Anisa Nurul Wilda; Moh. Fadel; Syifa Ayu Via Mika Bahrul; Arya Dwi Nugraha; Rojil Ghufron; Ainur Rofiq Sofa

doi:10.59024/faedah.v4i3.2002

Authors

Muhammad Ichsan Universitas Hafshawaty Zainul Hasan
Anisa Nurul Wilda Universitas Hafshawaty Zainul Hasan
Moh. Fadel Universitas Hafshawaty Zainul Hasan
Syifa Ayu Via Mika Bahrul Universitas Hafshawaty Zainul Hasan
Arya Dwi Nugraha Universitas Hafshawaty Zainul Hasan
Rojil Ghufron Universitas Hafshawaty Zainul Hasan
Ainur Rofiq Sofa Universitas Islam Zainul Hasan Genggong Probolinggo

DOI:

https://doi.org/10.59024/faedah.v4i3.2002

Keywords:

Digital Learning Assistance, Islamic Religious Education, Learning Literacy, Postgraduate Students, Web-Based Learning

Abstract

This community service article discusses web-based digital learning assistance conducted to improve the learning literacy of students in the Master of Islamic Religious Education Program at the Postgraduate School of Universitas Islam Zainul Hasan Genggong Probolinggo. The program was designed in response to the gap between the availability of digital learning facilities and students’ ability to access, evaluate, organize, and use online academic resources independently. The method used a participatory mentoring approach through four stages: needs analysis, training on web-based digital learning literacy, practical assistance in using learning management systems and online academic resources, and evaluation with follow-up recommendations. The activity was carried out on 10-11 Juli 2025 and involved postgraduate students with diverse professional backgrounds. The results indicate that the program strengthened students’ understanding of digital learning literacy, improved their ability to use web-based learning platforms, encouraged more critical use of scholarly online sources, and fostered independent learning habits. The program also produced a contextual assistance model that can be replicated in Islamic higher education settings. The implication of this service activity is that digital learning transformation requires not only infrastructure but also continuous mentoring, academic culture building, and integration of technology with the values and learning needs of Islamic education.

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