Strengthening religious character as a shield from immorality is important to instill from an early age. Various efforts can be used for this purpose, one of which is through the Islamic literacy movement. This study seeks to reveal the Islamic literacy practice in fostering the religious character of students in RA KM Al-Hikmah through qualitative research methods with a single case study approach. The results of this study find the fact that religious character development is carried out through the practice of Islamic literacy that is integrated in classroom-based learning and school-based culture. Through learning activities that are subject to the content of religious material and delivered with various methods, religious values are not only oriented towards the accumulation of student knowledge but also become a habit to be religious. Another factor that supports the maximization of religious character development for students is the construct of school culture that leads to the formation of religious culture by programming religious activities that are directly related to classroom learning.

The National Literacy Movement (GLN) programmed since 2016 has experienced developments with the emergence of many studies on literacy and literacy programs in schools. Literacy programs are not limited to literacy but also lead to religious literacy. This study seeks to raise the religious literacy program at SMA Negeri 2 Kediri. Based on field research carried out under the light of the Prothero religious literacy concept which was later developed by Gallagher, the study finds that the practice of religious literacy in SMA Negeri 2 Kediri has being carried out through a program of reading the scriptures according to their respective religions guided by the religious literacy reading team. The implementation process takes place through three stages. First, the school principal forms a religious literacy team. Second, the implementation phase which includes the stages of habituation, development, and learning. Third, the assessment stage. The three implementation processes are intended so that the religious literacy program not only leads to the accumulation of knowledge, but slowly increases to the level of daily practice.

The use of various new technologies in the learning process has strengthened since the COVID-19 pandemic. The practice has two general implications, positive and negative. This paper seeks to reveal the efforts of Islamic religious education teachers at the elementary school level in increasing their digital competence amid the strengthening of new technology in learning. This study used descriptive qualitative research methods. This study indicates that the development of digital teacher competencies takes place through two stages—First, the stage of strengthening digital competence by following technical guidance on the management and use of ICT for elementary school (SD, Sekolah Dasar) teachers, developing it by self-study through the use of YouTube, making products in the form of Google Sites, and using it in the learning process in the classroom. Second, implementing a post-guidance training program for teachers and students at the school where they work. The study’s implications are discussed within the framework of an independent curriculum. The practical suggestion of this study lies in the importance of integrating technical guidance, teacher’s independent learning, and collaboration between teachers as the basis for developing teacher competence.