Abstract
Abstract
The purpose of this study was to analyze how blended learning could enhance the students’ digital literacy skills. The mix of methodologies employed in this study was based on the sequential transformative strategy paradigm. Participants in this study were 7 teachers and 80 students from three Madrasah Ibtidaiyah located in Cirebon City, West Java, Indonesia. The data for this study were gathered using both qualitative and quantitative methods, including interviews, observations, triangulation, documentation, and questionnaires. Then, both qualitative and quantitative techniques were used to analyze the data. The findings revealed that the teachers had utilized blended learning stages according to the six existing criteria. However, not all schools had implemented the same blended learning concept. According to the quantitative data, 74.1% of students said their teachers had successfully used blended learning on average. Additionally, a simple linear regression calculation with a significant value of 0.000<0.05 was used to support the hypothesis that the utilization of blended learning affected the students' digital literacy skills.