<![CDATA[Mathematical literacy remains a challenge in Indonesian education. Although digital technology is increasingly integrated, a theoretical gap remains regarding whether students' digital literacy merely correlates with outcomes or actively moderates pedagogical interventions. This study analyzed the effect of a pedagogical deep learning approach on students’ mathematical literacy and investigated the continuous moderating role of digital literacy. The investigation utilized a quasi-experimental framework with non-equivalent control groups, implemented over six instructional sessions. The participant pool comprised 62 eleventh-grade learners from an Islamic educational institution, divided into a treatment cohort of 32 and a conventional group of 30. Empirical data were acquired through standardized PISA-aligned assessments alongside digital competency surveys, followed by evaluation utilizing an Analysis of Covariance. The findings demonstrated that the pedagogical deep learning approach yielded significantly higher mathematical literacy gains (mean N-Gain = 0.60) compared to conventional instruction (mean N-Gain = 0.27). However, the interaction between the instructional approach and continuous digital literacy was not statistically significant, indicating no statistically detectable moderation in this sample. The pedagogical quality of the deep learning intervention remained robust across varying student technological readiness levels. The study concludes that structured pedagogical design, rather than mere digital proficiency, primarily drives mathematical literacy development.]]>
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