<![CDATA[The development of information and communication technology in the Society 5.0 era requires Islamic Religious Education (PAI) to adapt through the integration of digital literacy in learning. Digital literacy is an essential competence for students to access, understand, and critically evaluate religious information responsibly. However, its implementation in PAI learning varies across educational institutions and still faces several challenges. Therefore, this study aims to examine the implementation and implications of digital literacy in Islamic Religious Education at SMA Negeri 3 Pangkalpinang and SMA Muhammadiyah Pangkalpinang. This research employed a qualitative approach. Data were collected through observation, in-depth interviews, and documentation. Data analysis was conducted using descriptive qualitative techniques, including data reduction, data display, and conclusion drawing. Data validity was ensured through triangulation. The analytical framework was based on Gilster’s digital literacy components: internet searching, hypertextual navigation, content evaluation, and knowledge assembly. The findings indicate that digital literacy has been implemented in both schools with different characteristics. SMA Negeri 3 Pangkalpinang primarily utilizes the internet as a learning resource with teacher guidance, while SMA Muhammadiyah Pangkalpinang applies a more structured digital literacy approach using various digital platforms integrated with Islamic values. The implementation positively impacts students’ learning motivation, active participation, critical thinking skills, and learning autonomy, although challenges related to students’ digital competence and limited facilities remain.]]>
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