Beyond Digital Use: Associations Between Islamic Value Internalization and Identity Among Midwifery Students

Abstract

Digital technology provides increasingly broad opportunities for religious learning, but its relationship with the internalization of Islamic values ​​and identity development among healthcare students requires further research. This study examines the relationship between digital technology utilization, internalization of Islamic values, spiritual identity, and professional identity among midwifery students. A quantitative analytical survey with a cross-sectional design was conducted in 2026 involving 53 second-semester students of the Diploma III Midwifery Study Program. Data were collected using a structured questionnaire consisting of 65 Likert scale items and analyzed through descriptive statistics and Pearson correlation. The use of digital technology was positively related to the internalization of Islamic values ​​(r = 0.687, p < 0.001). Internalization of Islamic values ​​was positively correlated with spiritual identity (r = 0.551, p < 0.001) and professional identity (r = 0.593, p < 0.001). The use of digital technology was related to spiritual identity but not significantly to professional identity. These findings highlight the importance of integrating digital religious literacy, Islamic mentoring, and professional ethics education. Further research is needed to test this mediation using a larger, longitudinal sample.