International Journal of Scientific Research and Engineering Development

This study analyses the relevance of eight elements of holistic digital literacy by Doug Belshaw within the context of Islamic Religious Education (IRE) learning at SMKS Muhammadiyah 2 Genteng. In the digital era, IRE plays a strategic role in character formation to face challenges such as disinformation and radicalism. However, digital literacy is often misunderstood as merely technical skills. This research aims to fill the research gap by analysing how the elements of Cultural, Cognitive, Constructive, Communicative, Self-confidence, Creative, Critical, and Civic can strengthen the achievement of IRE in developing students' critical thinking and character at vocational schools. The study employs a qualitative approach with a case study design at SMKS Muhammadiyah 2 Genteng. Data collection was carried out through observation, indepth interviews, and documentation, then analysed using the interactive model of Miles, Huberman, and Saldana. The main findings indicate: (1) Students are not yet productive digitally; (2) Students have not utilised digital media for IRE; (3) The dominant use is for entertainment/games; (4) Students' interest in digital IRE remains low; and (5) Students are operationally literate in technology, but their utilisation is superficial. These findings suggest that critical, constructive, self-confidence, and civic elements in students are still weak.