DAMPAK KOMPETENSI LITERASI DIGITAL GURU TERHADAP MOTIVASI BELAJAR DAN LITERASI DIGITAL SISWA MADRASAH IBTIDAIYAH

This study aims to analyze the impact of teachers' digital literacy competence on students' learning motivation and digital literacy in Islamic elementary schools (Madrasah Ibtidaiyah). The research adopts a descriptive quantitative approach with a correlational method. Data were collected using a Likert-scale questionnaire distributed to 17 teachers and 83 sixth-grade students from three Madrasah Ibtidaiyah. The results show that the level of teachers' digital literacy falls into the high category with a percentage of 82.98%, students' learning motivation is in the medium category with 73.81%, and students' digital literacy is in the high category with 79.34%. Pearson correlation analysis between teachers' digital literacy competence (X) and students' learning motivation (Y1) indicates a significant negative relationship with a correlation coefficient of -0.232 (p = 0.035), suggesting that an increase in teachers' digital literacy competence tends to be followed by a decrease in students' learning motivation. Conversely, the correlation between teachers' digital literacy competence (X) and students' digital literacy (Y2) is not significant, with a coefficient of -0.002 (p = 0.982), indicating no relationship between the two variables. Since the correlation between the independent and dependent variables is weak or insignificant, regression analysis was not performed. The study reveals that although teachers' digital literacy is at a high level, it has not shown a positive impact on students' learning motivation and digital literacy, which are still influenced by other factors.