<![CDATA[The digital transformation of the Society 5.0 era has significantly reshaped the construction and dissemination of religious knowledge within Islamic Religious Education (IRE). Students no longer acquire religious knowledge exclusively from teachers and textbooks but also from various digital platforms, creating challenges related to information validity, scholarly authority, and religious digital literacy. This study aims to analyze the reconstruction of Islamic educational epistemology in the development of digital literacy-based Islamic Religious Education teaching materials at SMP IT An-Nur Buntet Cirebon. The research employed a qualitative approach using a case study design. Data were collected through observation, in-depth interviews, and documentation involving the principal, Islamic Religious Education teachers, teaching material developers, and students, and were analyzed using the Miles and Huberman interactive model. The findings reveal that the development of digital literacy-based Islamic Religious Education teaching materials is constructed through the integration of bayani epistemology as the normative foundation of revelation, burhani epistemology as the basis of rational-critical thinking, and tajribi epistemology as the experiential dimension of technology-based learning. The study also identifies a shift in religious knowledge authority from conventional sources to digital spaces, which necessitates strengthening the role of teachers as epistemological mediators. The integration of these three epistemological approaches generates a model of Islamic digital literacy oriented toward digital tabayyun, critical thinking, and ethical media engagement. Therefore, the development of digital literacy-based Islamic Religious Education teaching materials should be understood not merely as a pedagogical innovation but as a reconstruction of Islamic educational epistemology in responding to the challenges of the digital age.]]>
