Integrasi Akhlak dan Literasi Digital dalam Pendidikan Pesantren: Strategi Guru di Pondok Pesantren Manba’ul Falah Surabaya

Abstract

The digital transformation has placed pesantren in a pedagogical challenge to develop students’ technological competencies without diminishing the moral formation that constitutes a central characteristic of pesantren education. The issue is therefore not merely the adoption or use of technology, but how digital practices are situated within the values and educational processes of pesantren. This study aims to analyze teachers’ strategies for integrating moral education and digital literacy among students at Pondok Pesantren Manba’ul Falah Surabaya and to identify the supporting and inhibiting factors affecting the process. The study employed a qualitative approach with a single-case study design. Informants were purposively selected from the pesantren leader, creative team managers, digital training facilitators, and students involved in digital content production. Data were collected through observation, interviews, and documentation, and analyzed through data reduction, data display, and conclusion drawing, while source triangulation was used to strengthen the credibility of the findings. The findings show that the integration of moral education and digital literacy is implemented through practice-based training, production of Islamic digital content, interest-based persuasive mentoring, differentiated tasks according to students’ abilities, and collaborative work within a creative team. Values such as honesty, trustworthiness, responsibility, patience, and cooperation are internalized through the processes of producing and publishing digital content rather than being taught separately from technological skills. This integration is supported by competent human resources, teamwork, digital facilities, and teacher mentoring, but is constrained by disparities in technological competence, limited access to devices, and the dense schedule of pesantren activities. These findings indicate that the digitalization of pesantren education can be developed as a value-based pedagogical process in which technology functions not merely as an instrumental skill, but also as a space for practicing moral values, collaboration, and Islamic outreach.