<![CDATA[The development of algorithm-driven digital media has transformed the ways university students’ access, interpret, and disseminate religious information. This transformation presents a pedagogical challenge for Islamic Religious Education, particularly through the echo chamber effect, which limits students’ exposure to different perspectives, reinforces confirmation bias, and may weaken critical and tolerant attitudes in understanding religious information. This study aims to formulate the Algorithmic Religious Literacy Model in Islamic Religious Education at higher education institutions as a strategy for mitigating the echo chamber effect. The study employed a qualitative approach with a case study design involving five universities in Jakarta. Data were collected through in-depth interviews with Islamic Religious Education lecturers and digital literacy experts, focus group discussions with students who actively use digital media, guided reflections, and analysis of learning documents and scholarly literature. The data were analyzed thematically through source and method triangulation. The findings show that the echo chamber effect is reflected not only in students limited religious perspectives, but also in how they assess information authority, trust-like-minded sources, overlook alternative perspectives, and have trouble distinguishing facts, opinions, biases, and algorithmically curated religious narratives. This study proposes the Algorithmic Religious Literacy Model consisting of five components: algorithmic awareness, epistemic verification, self-bias reflection, cross-perspective dialogue, and Islamic digital ethics. The model affirms that Islamic Religious Education in higher education needs to move beyond the transmission of normative materials toward the formation of digital religiosity that is critical, reflective, inclusive, and moderate.]]>
