<![CDATA[The rise of the digital age, marked by an internet penetration rate of 79.5 percent in Indonesia, poses significant challenges to the teaching of Islamic Religious Education (IRE) in junior high madrasahs (Madrasah Tsanawiyah/MTs). These challenges are particularly evident in efforts to instill religious character in students, given their exposure to various forms of digital content that may not align with Islamic teachings. Therefore, this study aims to conduct an in-depth examination of IRE learning strategies proven effective in shaping religious character among MTS students in the digital age. Additionally, this study aims to develop a learning model capable of adequately responding to the dynamics of digital life faced by the Muslim youth. The methodological approach applied in this study is a literature review (library research) that relies on content analysis and narrative synthesis of relevant scientific sources obtained through searches on Google Scholar, SINTA, and ERIC platforms. This study identifies four effective approaches to digital proliferation, which are subsequently synthesized into the Islamic Digital Character Education (IDCE) framework. This framework integrates the three pillars of Islam, namely, knowledge (ilm), faith (iman), and action (amal), with the three dimensions of digital competence: digital literacy, digital ethics, and digital creativity. Based on the established framework, a Digital Integrated Islamic Religious Education (DIRI-IRE) model was developed. This model encompasses Digital IRE Curriculum Design, Digital Active Learning Strategies, a Digital Religious Character Assessment System, and a Learning Support Ecosystem. The DIRI-IRE model is designed to address three substantial gaps identified in the existing literature from theoretical, empirical, and practical perspectives, in an effort to nurture a generation of Muslims with strong character, broad knowledge, and digital proficiency.]]>
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