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bibo:abstract "This study addresses the challenges encountered by Islamic schools (madrasah) in\r\nresponding to the demands of Society 5.0, particularly in adapting to rapid digital\r\ntransformation while preserving their Islamic identity and core values. Digital\r\ncompetence and literacy have become essential competencies for students to\r\nnavigate an increasingly digitalized society. At the same time, madrasah are\r\nexpected to uphold Islamic moral values (akhlak Islami), which constitute the\r\nphilosophical foundation of their educational mission. Balancing these educational\r\nimperatives has become a critical challenge, underscoring the need to investigate\r\nhow digital competence, literacy, and Islamic moral values can be harmoniously\r\nintegrated within the educational practices of an outstanding madrasah.\r\nThis study aims to describe the characteristics of an outstanding madrasah at MAN\r\n3 Sleman in the context of Society 5.0; examine the implementation of digital\r\ncompetence, literacy, and Islamic moral values; explore the Islamic moral\r\nprinciples embedded in the implementation of digital competence and literacy; and\r\nanalyze the key factors that facilitate the harmonization of these three dimensions.\r\nA qualitative case study design was employed because of its suitability for\r\ninvestigating complex and context-specific educational phenomena. This approach\r\nenabled an in-depth understanding of how MAN 3 Sleman balances technological\r\nadvancement with the preservation of Islamic spiritual values.\r\nData were collected through three primary methods: observation, semi-structured\r\ninterviews, and document analysis. After the data was collected, the researcher\r\ncarried out a data condensation process followed by data presentation and exposure.\r\nThe study involved eleven purposively selected participants, comprising the\r\nprincipal, vice principals, information technology personnel, teachers, and students,\r\neach contributing complementary perspectives on the phenomenon under\r\ninvestigation. The trustworthiness of the findings was established through\r\nmethodological and source triangulation, as well as paying attention to four main\r\npoints in data validity testing, namely: credibility, transferability, dependability,\r\ndan confirmability. Data were analyzed using the interactive model of data\r\nreduction, data display, and conclusion drawing, thereby ensuring the\r\nmethodological rigor of the study.\r\nThe findings indicate that the characteristics of an outstanding madrasah in Society\r\n5.0 are reflected in a well-defined institutional vision supported by consistent\r\n\r\nleadership capable of translating that vision into educational policies and strategic\r\nprograms. At the implementation level, digital competence is fostered through the\r\nutilization of the JMD (Jogja Madrasah Digital) platform, Quipper, and various\r\ndigital learning platforms adopted by teachers and students. Digital technology is\r\npositioned not as an end in itself but as a pedagogical means to strengthen literacy\r\nand cultivate Islamic moral values. Literacy development is implemented through\r\nprograms such as SERASI (Senin Literasi), MBL (Mayoga Book Lovers), research\r\nclasses, and semester-based literacy initiatives conducted in collaboration with\r\nexternal partners. Furthermore, the findings demonstrate that digital competence,\r\nliteracy, and Islamic moral values are not treated as discrete domains but are\r\nintegrated into a cohesive educational ecosystem in which each dimension\r\nreinforces the others. The alignment between institutional policies, observed\r\neducational practices, and participants' experiences indicates that this\r\nharmonization has been institutionalized rather than remaining merely rhetorical.\r\nThe harmonization is further strengthened by several interrelated factors, including\r\npolicy consistency, teachers' professional competence, exemplary personal\r\nconduct, and an institutional culture that continuously reinforces Islamic values\r\nthrough sustained educational practices.\r\nThis study contributes to the growing body of literature by demonstrating that the\r\nharmonization of digital competence, literacy, and Islamic moral values should be\r\nunderstood not as a static condition but as a dynamic and continuous process that\r\nevolves alongside societal and technological transformations. Practically, the\r\nfindings provide valuable implications for madrasah leaders, teachers, Islamic\r\neducation policymakers, and future researchers in developing educational models\r\nthat are responsive to technological advancement while remaining firmly grounded\r\nin Islamic values. Nevertheless, this study is limited by its single-case study design,\r\nwhich constrains the transferability of the findings, and by the exclusion of parents,\r\ncommunity members, and madrasah alumni as research participants."^^xsd:string;
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