<![CDATA[Integrating digital literacy into Indonesian language learning in Islamic elementary schools (Madrasah Ibtidaiyah) and general elementary schools is increasingly important for developing language proficiency and students’ ability to access, evaluate, and communicate information responsibly. This study aims to examine forms of digital literacy integration, their connections with listening, speaking, reading, and writing skills, and the pedagogical benefits, implementation challenges, and implications for elementary Indonesian language education. The study adopts a Systematic Literature Review (SLR) guided by the PRISMA 2020 framework. Relevant literature is examined through descriptive mapping and thematic synthesis to identify patterns in digital media use, targeted competencies, enabling and constraining factors, and research gaps. The conceptual synthesis indicates that digital literacy should be embedded in the learning process rather than treated merely as technology use. Relevant pedagogical practices include multimodal and interactive activities, information credibility assessment, and digital text production. Effective implementation requires alignment among learning objectives, teachers’ digital competence, infrastructure availability, and students’ characteristics. Theoretically, this study proposes an analytical framework linking digital literacy dimensions with the four language skills. Practically, the synthesis can inform teachers and school leaders in designing critical, inclusive, context-sensitive, and digitally responsible learning experiences. Future research should empirically examine this framework across diverse Islamic and general elementary school contexts.]]>
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