Building Students’ Islamic Characters through Information, Communication dan Technology Literacy

Eka Sartika, Suparjo Suparjo, Ihsan Nul Hakim, Dadan Supardan


In today’s digital world, technology has contributed to an expanded understanding of literacy. Besides having literacy skills, today’s students – millennials - also need technology skills for communicating, investigating, accessing, and using information, thinking critically about messages inherent in new media. Teachers and staff development need to learn the use of technology as well as guiding and opening the students’ perspective where the technology will help them to support the Muslim world. The use of ICT is not only to create the generation with the advanced knowledge in technology but also to have the Islamic character in the future. It is bringing about new opportunity for educators, because it can provide powerful support to educational innovation in creating future generation with Islamic characters. In short, this article is mainly about how the convergence of both literacy instruction and ICT in staff development can help in promoting future generation with Islamic characters.
Keywords: Students and teachers, ICT literacy, Islamic Characteremotion


Students and teachers, ICT literacy, Islamic Characteremotion

Full Text:



Adeyemi, B. (2010). Teacher-related factors as correlates of pupils’ achievement in social studies in Southwestern Nigeria. Electronic Journal of Research in Educational Psychology, 8(1), 313-332. Retrieved from

Al-Attas, S. N. (1979), Aims and Objectives of Islamic Education, London: Hodder and Stoughton.

Alt, D. (2018). Science teachers' conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms. Teaching and Teacher Education 73(nn). 141-150.

Borko, H., & Putnam, R.T. (1995). Expanding a teacher’s knowledge base: A cognitive psychological perspective on professional development. In T.R. Guskey & M. Huberman (Eds.), Professional Development in Education. New York: Teachers College Press.

Bunt, G. (2003). Islam in the Digital Age: E-jihad, Online Fatwas and Cyber Islamic Environments. London: Pluto Press.

Burton, C. (1999). New directions of ICT-use in education, 1-51. Retrieved from

Dawson, L. L. and D. E. Cowan (eds.), Religion Online: Finding Faith on the Internet, London and New York: Routledge, 2004, 123-134.

Diem, C. D. (2011). 3-Ls: A model for teaching young learners. TEFLIN Journal, 22(2), 125 – 149.

El Menoufy, A. (1997). Speaking: The neglected skill. New Directions in Speaking. Proceedings of the Fourth EFL Skills Conference. Under the auspices of the Center of Adult and Continuing education the American University in Cairo.

Ertmer, P. A. (1999). Addressing first and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.

Glenice, W. (1997).Pre-service teachers' views on their information technology education. Journal of Information Technology for Teacher Education, 6(3), 255-270. Retrieved from

Hammond, M. (2002).‘Two Up’: A case study exploring new information and communications technology teachers' experiences of their second year of teaching. Teacher Development: An International Journal of Teachers' Professional Development, 6(2), 225-243. Retrieved from

Higgins, S., & Moseley, D. (2001). Teachers' thinking about information and communications technology and learning: beliefs and outcomes.Teacher Development: An international journal of teachers' professional development, 5(2), 191-210. Retrieved from

Hill, S. (2008). Developing Early Literacy Assessment and Teaching. Prahran: Eleanor Curtain Publishing.

Honey, M., & Moeller, B. (1990). Teachers' beliefs and technology integration: Different values, different understandings. (ERIC Document Reproduction Service No. Ed 326 203)

Hosseini, S. E., Ramchahi, A. A.,& Yusuf, R. J. R. (2014). The Impact of information technology on islamic behaviour.Journal of Multidisciplinary Engineering Science and Technology, 1(5), 136-141.

Ibrahim, A. A., Hassan, S. S. S., & Hashim, S. (2016). The effect of instructional video drama on students’ perceptions on the observance of islamic ethics: an experimental approach. International Journal of Education and Research. 4(10). 49-62.

Islamic Educational, Scientificand Cultural Organization Tripoli.(2009). Strategy for ICTs Developmentin the Islamic World [Press release]. Retrieved from

Khaloufi, A., & Laabidi, H. (2017). An examination of the impact of computer skills on the effective use of ICT in the classroom. Indonesian Journal of EFL and Linguistics, 2(1).

Khan, S. H., Hasan, M., & Clement, K. C. (2012). Barriers to the introduction of ICT into education in developing countries: The example of Bangladesh. International Journal of Instruction. 5(2). 61-80.

Koç, M. (2005). Implications of learning theories for effective technology integration and pre-service teacher training: A Critical Literature Review. Journal of Turkish Science Education, 2(1), 2-18.

Kolo, C., & Breiter, A. (2009). An integrative model for the dynamics of ICT-based innovation in education. Digital Culture & Education, (1)2, 89-103.Retrieved from

Laabidi, H., & Laabidi, Y. (2016). A Quantitative Examination of Factors that Influence Technology Integration in Higher Education System. Indonesian Journal of EFL and Linguistics. 1(2). 175-191.

Lecaroz, S.T. (2000). Teachers using ICT for networking and professional growth, (p.76-84). Retrieved February 17, 2012, from:

Martins, J., Gonçalves, R., Oliveira, T., Cota, M., & Branco, F. (2016). Understanding the determinants of social network sites adoption at firm level: A mixed methodology approach. Electronic Commerce Research and Applications. 18(nn). 10-26.

Moy, J. (1998) OSPF Version 2. IETF RFC 2328.v

Muhaimin, A. (2014). Character building through Islamic schools: An analytical study. TahdhÄ«b al AfkÄr. 15 – 29.

Mustafa, K. (2005). Implications of Learning Theories for Effective Technology Integration and Pre-service Teacher Training: A Critical Literature Review. Turkish Science Education. (2)1, 2-18.

Nasr, S. H. (2005). Islam, muslims, and modern technology. Islam & Science, 3(2). Retrieved from

Nicholson. (____). Integrating ICT into preservice teacher education programs: Challange and response,1-11. Retrieved from

Oprandy, R. (1994). Listening and speaking in second and foreign language teaching. System, 22(2), 153-175.

Steketee, C. (2005). Integrating ICT as an integral teaching and learning tool into pre-service teacher training courses Issues. In Educational Research.5(10), 101 – 112. retrieved from

Sutton, B. (2013). The Effects of Technology in Society and Education. Unpublished Thesis. New York: Graduate School of Brockport College.

Thomas Niebel. (2017). ICT and economic growth – Comparing developing, emerging and developed countries. World Development. 104(2018). 197–211

Tinio, V. L. (2003). ICT in Education, 1-32. Retrieved from

Tyack, D. B., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, Mass: Harvard University Press.

Usman, A. Y. (2013). Using information and communication technology

(ict) to enhance the teaching and learning of Arabic and Islamic studies in Nigeria. Journal of Teaching and Education, 2(3), 353-368.

Wilson, M., Scalise, K., & Gochyyev, P. (2015). Rethinking ICT literacy: From computer skills to social network settings. Thinking Skills and Creativity. 18(nn). 65-80.

Younes, M. B., & Al-Zoubi, S. (2015). The Impact of Technologies on Society: A Review. Journal of Humanities And Social Science. (20)2. 82-86.

Zhiting, Z., and Yan H. (2000). ICT and pre-service teacher education:Towards an integrated approach, 67-75. Retrieved from



  • There are currently no refbacks.

Copyright (c) 2019 Eka Sartika, Suparjo Suparjo, Ihsan Nul Hakim, Dadan Supardan

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


Crossref Moraref Google Scholar Dimensions

AJIS'S Visitors
Creative Commons License
Ajis Journal licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.