Beyond the Screen: Digital Literacy and Cultural Identity of Arabic-Speaking Students at UIN Malang

Digital literacy is comprehensively needed for preparing students with the effective and discerning application of digital technologies. Digital literacy can be enhanced through the implementation of learning-based digital literacy. This kind of learning will provide students with digitally literate and ability to adapt in the future of technology-driven society. On the other hand, digital literacy which utilize many kinds of digital platforms are able to construct cultural identity and serve identity negotiation and meaning construction. In fact, identity is not exclusively shaped by only direct social interaction, but digital social engagement also significantly contributes to the formation of individual identity. Therefore, the digital realm is not merely a screen; it is beyond the screen. This is a qualitative research in nature with aims to investigate the digital profiles of Arabic-Speaking Students studied in UIN Malang, lecturer’s pedagogical strategies in improving digital literacy, the cultural identity constructed within educational context, the undergoing process of cultural identity construction through student’s digital literacy. There are 12 Arabic students participated in this study. The result of this research stated that Arabic-Speaking students are having moderate digital literacy. There are specific strategies used by lecturers in order to improve student’s digital literacy including; ICT-based presentation, gamification/game-based learning, interactive video, and digital comic strategy. Regarding cultural identity of Arabic-Speaking students, this research found three cultural identities. This research also concluded that digital literacy which is developed by digital-based learning effected several cultural identity constructions those are: fostering digitally literate and adaptive students and promoting responsiveness to diverse culture.