Digital Literacy and Students' Religious Moderation at MAN Lumajang: A Cross-Sectional Study

Abstract

This study estimated the association between digital literacy and religious moderation among students at MAN Lumajang. A cross-sectional quantitative survey was conducted using proportional stratified random sampling; 89 students (grade X = 35, XI = 28, XII = 26) were sampled from 778 students. Self-reported digital literacy (18 items) and religious moderation (20 items) were measured with five-point Likert-scale questionnaires and analyzed with descriptive statistics, residual diagnostics, and simple linear regression in SPSS version 29. Based on cut-offs derived from the theoretical score ranges, 60 students (67.4%) were in the moderate digital-literacy category and 54 students (60.7%) were in the high religious-moderation category. Diagnostics did not detect violations of the regression assumptions. Digital literacy was positively associated with religious moderation (B = 0.442, SE = 0.093, t(87) = 4.73, p < .001, 95% CI [0.257, 0.627]; standardized β = .452), with R² = .204 (adjusted R² = .195); that is, digital literacy accounted for about 20.4% of the sample variation in religious-moderation scores. Because the design is cross-sectional, self-reported, and bivariate, the result is an association and not evidence of a causal effect. Limitations include single-school sampling, unmeasured confounders, and social-desirability bias.

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