Digital Literacy and Religious Moderation: The Strategic Role of Teachers and the Pedagogical Synthesis

This study investigates student digital literacy practices, the strategic role of teachers, and the pedagogical synthesis of digital literacy with religious moderation values through a qualitative case study at SMAN 01 Tiris Probolinggo. Data collected via in-depth interviews and observations reveals that digital literacy significantly shapes students' understanding of moderation by enabling them to critically access and evaluate religious information. Teachers play a vital role as facilitators and epistemological filters who integrate these digital skills into the curriculum, while the synthesis of these values is constructed through stages of exploration, critical reflection, and internalisation. The research concludes that digital literacy is not a neutral tool but requires value-based pedagogical interventions to foster inclusive and contextual religious understanding. Theoretically, this study contributes an integrative model based on the thesis-antithesis-synthesis dialectic in Islamic education, emphasizing that digital platforms must be navigated with a strong ethical foundation. Practically, these findings urge educational institutions to strengthen teacher capacity and develop robust digital policies to create a learning ecosystem that supports religious moderation. Ultimately, the research highlights the necessity of bridging technical proficiency with moral discernment to ensure that the digital era strengthens rather than diminishes moderate religious discourse within the madrasah environment.