<![CDATA[Advances in digital technology have transformed the way students access religious information through various digital platforms. This ease of access has been accompanied by increased exposure to religious disinformation, which has the potential to influence students’ religious understanding, attitudes, and behavior. This study aims to analyze the need to develop digital literacy-based Islamic Religious Education modules as a foundation for creating instructional materials that are adaptive to the phenomenon of religious disinformation. This study employed a questionnaire-based needs assessment design involving 106 students. The questionnaire consisted of closed-ended and open-ended questions regarding the use of digital media, experiences in obtaining religious information, the ability to distinguish between accurate information and hoaxes, and the need for digital literacy-based PAI instructional materials. Data from the closed-ended questions were analyzed descriptively using frequency and percentage, while open-ended responses were analyzed thematically. The results showed that 69.81% (74 students) used social media for more than three hours per day. A total of 72.64% (77 students) stated that they often or sometimes encountered Islamic content that was provocative or unethical. Regarding verification skills, 78.30% (83 students) agreed or strongly agreed that they were able to distinguish accurate Islamic information from misinformation. Regarding the need for instructional materials, 81.13% (86 students) stated they need Islamic Education (PAI) materials that integrate digital literacy, while 78.30% (83 students) stated that digital-based PAI modules can help them better understand the material. These findings indicate that the high intensity of digital media use and exposure to religious content in the digital space is accompanied by a need for instructional materials that not only present Islamic Education content but also integrate strategies for verifying information, evaluating source credibility, and fostering critical thinking skills. The results of the needs analysis serve as an empirical foundation for formulating the characteristics of digital literacy-based PAI modules that are relevant to students’ needs in addressing religious disinformation.]]>
