<![CDATA[Research on digital literacy in Islamic Religious Education (IRE or PAI) has largely focused on technical competence in using digital media, while studies of QS. Al-Hujurat verse 6 have generally stopped at explaining the normative concept of tabayyun as information verification. These two clusters of scholarship are rarely integrated into a single, applicable conceptual framework for IRE learning in the era of social media and Artificial Intelligence (AI). This article aims to reconstruct the concept of Qur'anic digital literacy through a thematic (maudhu’i) tafsir analysis of QS. Al-Hujurat verse 6 together with four supporting verses (QS. Al-Isra': 36, QS. Az-Zumar: 18, QS. An-Nur: 15, and QS. Al-Ahzab: 70), using library research that combines thematic interpretation, comparative analysis of classical and contemporary tafsir, and conceptual reconstruction. The analysis synthesizes Qur’anic values into seven dimensions of digital literacy: verification (tabayyun), critical thinking (ta’aqqul), information evaluation, ethical communication (qaulan sadidan), information responsibility (amanah), reflective thinking (tadabbur), and digital citizenship. These dimensions are synthesized into a Qur’anic Digital Literacy Framework linking Qur’anic values, digital literacy principles, IRE competencies, and learner character. The novelty of this study lies in proposing the Qur’anic Digital Literacy Framework as a conceptual model that systematically integrates Qur’anic epistemological and ethical values with contemporary digital literacy for IRE. The framework provides practical guidance for curriculum design, project- and case-based learning, and the ethical integration of AI in Islamic Religious Education. Keywords: Qur’anic digital literacy; tabayyun; thematic tafsir; Islamic religious education]]>
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