IMPLEMENTASI KOMPETENSI DIGITAL, LITERASI, DAN AKHLAK ISLAMI DALAM MEWUJUDKAN MADRASAH UNGGUL ERA SOCIETY 5.0: STUDI KASUS DI MAN 3 SLEMANNIM.: 24204091001Muhammad Hisyam MalikauthorThis study addresses the challenges encountered by Islamic schools (madrasah) in responding to the demands of Society 5.0, particularly in adapting to rapid digital transformation while preserving their Islamic identity and core values. Digital competence and literacy have become essential competencies for students to navigate an increasingly digitalized society. At the same time, madrasah are expected to uphold Islamic moral values (akhlak Islami), which constitute the philosophical foundation of their educational mission. Balancing these educational imperatives has become a critical challenge, underscoring the need to investigate how digital competence, literacy, and Islamic moral values can be harmoniously integrated within the educational practices of an outstanding madrasah. This study aims to describe the characteristics of an outstanding madrasah at MAN 3 Sleman in the context of Society 5.0; examine the implementation of digital competence, literacy, and Islamic moral values; explore the Islamic moral principles embedded in the implementation of digital competence and literacy; and analyze the key factors that facilitate the harmonization of these three dimensions. A qualitative case study design was employed because of its suitability for investigating complex and context-specific educational phenomena. This approach enabled an in-depth understanding of how MAN 3 Sleman balances technological advancement with the preservation of Islamic spiritual values. Data were collected through three primary methods: observation, semi-structured interviews, and document analysis. After the data was collected, the researcher carried out a data condensation process followed by data presentation and exposure. The study involved eleven purposively selected participants, comprising the principal, vice principals, information technology personnel, teachers, and students, each contributing complementary perspectives on the phenomenon under investigation. The trustworthiness of the findings was established through methodological and source triangulation, as well as paying attention to four main points in data validity testing, namely: credibility, transferability, dependability, dan confirmability. Data were analyzed using the interactive model of data reduction, data display, and conclusion drawing, thereby ensuring the methodological rigor of the study. The findings indicate that the characteristics of an outstanding madrasah in Society 5.0 are reflected in a well-defined institutional vision supported by consistent leadership capable of translating that vision into educational policies and strategic programs. At the implementation level, digital competence is fostered through the utilization of the JMD (Jogja Madrasah Digital) platform, Quipper, and various digital learning platforms adopted by teachers and students. Digital technology is positioned not as an end in itself but as a pedagogical means to strengthen literacy and cultivate Islamic moral values. Literacy development is implemented through programs such as SERASI (Senin Literasi), MBL (Mayoga Book Lovers), research classes, and semester-based literacy initiatives conducted in collaboration with external partners. Furthermore, the findings demonstrate that digital competence, literacy, and Islamic moral values are not treated as discrete domains but are integrated into a cohesive educational ecosystem in which each dimension reinforces the others. The alignment between institutional policies, observed educational practices, and participants' experiences indicates that this harmonization has been institutionalized rather than remaining merely rhetorical. The harmonization is further strengthened by several interrelated factors, including policy consistency, teachers' professional competence, exemplary personal conduct, and an institutional culture that continuously reinforces Islamic values through sustained educational practices. This study contributes to the growing body of literature by demonstrating that the harmonization of digital competence, literacy, and Islamic moral values should be understood not as a static condition but as a dynamic and continuous process that evolves alongside societal and technological transformations. Practically, the findings provide valuable implications for madrasah leaders, teachers, Islamic education policymakers, and future researchers in developing educational models that are responsive to technological advancement while remaining firmly grounded in Islamic values. Nevertheless, this study is limited by its single-case study design, which constrains the transferability of the findings, and by the exclusion of parents, community members, and madrasah alumni as research participants.371.2 Pendidikan - Manajemen2026-08-03UIN SUNAN KALIJAGA YOGYAKARTA;FAKULTAS ILMU TARBIYAH DAN KEGURUANThesis