<![CDATA[The increasing availability of digital resources offers opportunities to enrich Hindu Religious Education and Character Education, yet the educational value of online information depends on purposeful selection and teacher guidance. This study examines the forms of online reference use, enabling and constraining conditions, and perceived implications for students' understanding, attitudes, and learning experiences in Class X PPLG 1 at SMK TI Bali Global Badung. A descriptive qualitative approach was employed, drawing on purposively selected student informants, a Hindu religious education teacher, and school representatives. Data were collected through interviews, participant observation, and documentation, and were interpreted through reduction, thematic presentation, and conclusion verification with triangulation. The findings identify Google Search, YouTube, Google Classroom, digital books, and educational websites as supplementary resources for searching information, discussing concepts, preparing assignments, and presenting learning outcomes. Internet instability, limited data allowances, and off-task digital activities hindered implementation, while school facilities, teacher competence, and student interest supported it. Online references reportedly broadened contextual understanding and encouraged more independent, interactive learning, provided teachers evaluated information credibility and connected digital content with Hindu ethical and religious practices.]]>
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