Tan Gusli, Rusdinal Rusdinal, Jasrial Jasrial, Jem Cloyd M. Tanucan, Dani Harmanto, Mohd Rizal Mohd Isa, Alfajri Yusra
Technology in learning has been shown to positively contribute to improving digital literacy in Islamic schools (madrasahs) in Indonesia. However, there are limited studies that statistically measure the magnitude of this impact, creating an empirical gap that needs to be filled. Therefore, a meta-analysis study was conducted by combining several relevant studies to produce an estimate of the impact of technology on the digital literacy of Islamic school students. This study used a meta-analytic approach by systematically reviewing and synthesizing eight quasi-experimental studies published in the last five years, selected using the PRISMA framework. The analysis was conducted in two stages: (1) Statistical meta-analysis using Microsoft Excel and JASP to calculate the combined effect size, and (2) Qualitative content analysis to examine the role of leadership, challenges, and opportunities in integrating technology to improve students’ digital literacy. The statistical results showed an estimated impact of implementing technology and innovation in learning of 0.58, meaning that 58% of the digital literacy of Islamic school students can be achieved through this integration. Second, content analysis. The results of this analysis indicate that leadership plays a significant role in determining technology utilization policies. The challenges observed include limited access to technology and reliance on conventional methods, while the potential opportunities include long-term technology adoption. This research is limited to Indonesia, so further global studies are recommended to gain more comprehensive insights into this topic. © 2025 Tan Gusli et al.
Universitas Negeri Padang, Padang, Indonesia; College of Education, Cebu Technological University, Philippines; Aeronautical Engineering, De Montfort University, Leicester, United Kingdom; National Defence University of Malaysia, Kuala Lumpur, Malaysia
