<![CDATA[In the era of artificial intelligence and algorithmically curated information, Islamic madrasahs face growing challenges in preparing students to evaluate digital religious content critically while preserving established ethical and epistemic traditions. This study examines the integration of Algorithmic Religious Literacy (ARL) into Islamic madrasah curriculum through a Participatory Action Research-informed framework. Using an integrative literature review and mixed evidence synthesis of studies published between 2015 and 2025, the research analyzes evidence on Islamic education curriculum, digital pedagogy, madrasah learning, participatory action research, algorithmic literacy, and digital ethics. Findings indicate that effective ARL requires more than technical device fluency or conventional digital literacy. Four interconnected curriculum components emerged from the synthesis: algorithmic awareness, digital source verification through tabayyun, critical evaluation of AI-generated and algorithmically amplified religious content, and digital Islamic ethics. The review also shows that participatory principles can strengthen curriculum relevance by positioning teachers and learners as reflective co-designers of contextual learning activities. Based on these findings, the study proposes an ARL curriculum framework that integrates critical digital pedagogy with Islamic epistemic principles. This framework offers a contextual pathway for transforming madrasah literacy from passive textual reception toward critical, ethical, and reflective engagement with algorithmic religious information in digital environments.]]>
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