<![CDATA[This study aims to analyze the implementation of digital-based Islamic learning strategies in enhancing students’ literacy at MIN 3 Metro Lampung. This research employed a qualitative approach with a descriptive case study design based on Creswell’s research framework. The study adopted a qualitative descriptive method, with data consisting of both primary and secondary sources. Primary data were collected through observations, interviews, documentation, and literacy assessments involving 16 informants, including the head of the madrasah, the vice principal for curriculum affairs, Islamic Religious Education teachers, information technology operators, and students. The research was conducted from September to December 2025. The findings revealed that digital-based Islamic learning strategies were implemented through three main stages: planning, implementation, and evaluation. The planning stage demonstrated the madrasah’s commitment to integrating technology into the learning process; however, several challenges remained, particularly regarding institutional policies, teachers’ digital competencies, and infrastructure availability. The implementation of digital learning through Google Classroom, instructional videos, and online learning resources was found to enhance students’ engagement, although continuous teacher guidance was still required. The evaluation involving 30 students indicated a 15% improvement in literacy scores, particularly in their abilities to access, comprehend, and utilize digital information. This study highlights that the success of digital-based Islamic learning is not solely determined by technological adoption but also depends on institutional strategies, teachers’ pedagogical competencies, and the alignment between technological tools and the characteristics of Islamic Religious Education learning.]]>
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