Abstract
The rapid advancement of digital technology has transformed the way students obtain and engage with information, including religious content. Consequently, strengthening religious digital literacy has become an increasingly important objective in Islamic Religious Education (IRE). Among the instructional media that show promise in supporting this objective is digital mind mapping. This study aims to examine the potential contribution of digital mind mapping to the development of students' religious digital literacy through a Systematic Literature Review (SLR) guided by the PRISMA 2020 framework. Relevant studies published between 2020 and 2025 were retrieved from Google Scholar and Garuda and subsequently analyzed using thematic analysis. Of the 45 records initially identified, only 13 met the established inclusion criteria following a three-stage screening process, with all selected studies verified through their DOI or official publisher websites. The findings indicate that research on mind mapping and religious digital literacy has generally progressed independently. Only two of the selected studies specifically investigated digital mind mapping, while none directly explored its impact on religious digital literacy. Nevertheless, the reviewed literature suggests that digital mind mapping has considerable conceptual potential to foster students' abilities to verify information, critically evaluate digital sources, and cultivate the Islamic principle of tabayyun within IRE. These propositions, however, require further validation through dedicated empirical research.