<![CDATA[Digital disinformation had become a challenge in higher education information environments because students were active users of various digital sources and platforms. This study aimed to analyse the digital literacy readiness of IAIN Langsa students in dealing with digital disinformation based on information evaluation, digital technology use, and responsibility in digital spaces. This study employed a descriptive quantitative approach involving 118 IAIN Langsa students as respondents. Data were collected through a questionnaire consisting of 15 items representing the three research aspects. The data were analysed descriptively using mean scores, standard deviations, and score categorization. The results showed that students' digital literacy readiness was categorized as high, with an overall mean score of 3.94. Responsibility in digital spaces obtained the highest score (4.25), followed by digital technology use (3.93), while digital information evaluation obtained the lowest score (3.64). The ability to evaluate source credibility emerged as the relatively weakest aspect. The students had a strong foundation of digital literacy readiness, but strengthening information credibility evaluation was needed to enhance their resilience to disinformation. Higher education institutions and academic libraries were recommended to develop practice-based digital literacy programs focusing on information verification and source evaluation.]]>
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