Desain Pembelajaran PAI Berbasis Multiliterasi Untuk Mahasiswa Pascasarjana

Abstract

This study aims to examine the implementation of multiliteracy-based Islamic Education (PAI) learning among postgraduate students at Universitas Negeri Zainul Hasan Genggong. Employing a descriptive qualitative method, data were collected through interviews, observations, and document analysis. The study focuses on four domains of multiliteracy: textual, digital, media, and cultural literacy. The findings indicate that multiliteracy practices in PAI learning remain in the initial stage and have not yet been fully integrated into a systematic pedagogical framework. Digital technology is utilized primarily as a tool for delivering material and searching for information, rather than as a collaborative or creative learning medium. Textual literacy tends to be limited to reproduction, digital literacy is oriented toward information consumption, media literacy has not progressed toward the production of religious content, and cultural literacy is largely confined to fostering tolerance. Key challenges include limited digital facilities, low levels of technology-based religious literacy, and insufficient lecturer understanding of multiliteracy pedagogy. Strengthening strategies are therefore needed, including digital literacy training grounded in Islamic values, project-based learning implementation, and the integration of Islamic principles with socio-cultural contexts. These efforts are expected to enhance students’ critical, reflective, and adaptive skills in navigating digital-era challenges.