<![CDATA[This study explores the need of digital literacy integration with religious moderation values in madarasah as a challenge of the unfiltered religious information in the digital space which can influence students' views. It suggests that digital literacy is not value neutral and must be guided pedagogically to promote moderate, inclusive and contextual understanding of religion. Qualitative case study design was used and data were gathered through in-depth interviews, participant observation, and documentation and then analyzed using interactive model data condensation, data display and conclusion drawing, and validated by triangulation and member checking. The results indicate that digital literacy practices help students to access, select and critically analyze religious information, which contributes to developing religious moderation; digital literacy can be introduced into teaching by teachers by using a strategic approach as a facilitator and epistemological filter; and religious moderation and digital literacy can be synthesized in a pedagogical way by internalizing their values after students have explored and reflected on them. The study is one-institutional, which may impact generalizability, and was qualitatively interpreted with possible researcher subjectivity despite efforts of validation. This research is original in creating an integrative pedagogical model that refers to thesis, antithesis, synthesis dialectics in Islamic education, giving implications for teacher capacity strengthening, Islamic education digital literacy policies, and value-based learning ecosystems.]]>
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