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Social media has become a double-edged sword; acting as a space for religious learning while simultaneously serving as a medium for spreading radicalism. As digital natives, students are vulnerable to extremist narratives if not equipped with adequate cognitive immunity. This study aims to examine the influence of Digital Religious Literacy and Critical Thinking skills on the resilience of Islamic Religious Education (PAI) students in countering radical narratives. Using a quantitative approach with a correlational method, this study involved 30 PAI students selected through random sampling. Data collection instruments used a Likert scale questionnaire that had been tested for validity and reliability. Data analysis was performed using multiple linear regression. The results showed that: (1) The level of digital religious literacy and counter-radicalism attitudes of students were in the "very high" category with mean scores of 22.40 and 23.00 respectively; (2) There is a significant positive relationship (Sig. < 0.05) between digital literacy and critical thinking towards the attitude of countering radicalism; and (3) Simultaneously, these two variables contributed 68.2% in forming students' mental resilience in the digital space. These findings imply the need for a reorientation of the PAI curriculum that integrates the strengthening of critical reasoning and digital literacy as a fortress of religious moderation.

This study aims to analyse the application of Merdeka Curriculum in the formation of the Pancasila Student Profile in Islamic Religion lessons in class VII MTsS Teladan Gebang. This research method uses a qualitative approach with a case study method, this research collects data through observation, interviews, and documentation to understand how this curriculum is implemented in the context of religious learning. The results showed that MTsS Teladan Gebang has successfully adapted the Merdeka Curriculum in accordance with the Decree of the Minister of Education No. 56 of 2022, by giving teachers the freedom to adjust learning methods. The character building of Pancasila students is carried out through various activities that emphasise religious and social values, such as joint prayers, congregational prayers, and creative projects. The implementation of this curriculum shows success in integrating Pancasila values into students‘ daily activities, as well as adaptive assessment to monitor students’ overall development. This research shows that Merdeka Curriculum can effectively support students' character and skill development, making them religious, responsible and Pancasila-minded learners.

Learning is dynamic process following development of society over time. Learning any material, including Islamic religious learning, is required to meet the demands of society. So that Islamic religious learning continues to run well in this digital era, a good strategy is needed. This article is the result of meta-analysis research which analyzed several articles in the last five years. This research maps Islamic learning strategies in the digital era. Apart from that, this research also maps the reasons why this strategy has become a mainstay strategy according to the authors of the articles analyzed. Based on the research results, it can be mapped that the strategies presented in these articles are blended learning, participatory and social media-based learning strategies. Furthermore, it was also found that to support strategies that are directly related to learning, there needs to be supporting strategies that must be implemented. These supporting strategies are increasing human resources, developing an integrated curriculum, optimizing digital libraries, improving the quality of education, and digital media literacy. In general, the reason of the article authors presents this strategy is to make learning about Islam more interesting and attractive to the generation in this digital era.