From the Classroom to Online Tasmik: The Diverse Functions of Digital Media in Supporting Primary School Students’ Religious Literacy

Digital media provide different forms of support for religious learning in primary schools. This study examined their selection, functions, and perceived and documented contributions to selected aspects of religious literacy in two primary schools in Jember Regency, Indonesia, anonymized as School A and School B. A qualitative study of two complementary cases involved 10 purposively selected participants: two principals, two curriculum coordinators, four teachers, and two students. Data were collected through observations, interviews, and document analysis from April to June 2026 and analyzed through data condensation, display, and conclusion drawing and verification, followed by comparison across cases. At School A, teachers selected digital images, presentations, and videos in relation to lesson objectives and combined them with explanation, discussion, and practical activities. At School B, Online Tasmik organized remote Qur’anic recitation and memorization through scheduled submissions, teacher feedback, and progress records. Participants associated classroom media with attention, recall, and understanding, while accounts and records of Online Tasmik described continuity of guidance beyond school. Communication and administrative technologies performed supporting functions. The study contributes a distinction between classroom representation and continuing Qur’anic guidance, showing how each is organized through teacher mediation and institutional routines. It also differentiates participation records, evidence of competence, and evidence of development as a basis for evaluating claims about digital religious learning.