The rapid shift toward digitally mediated learning environments poses significant challenges for Islamic Religious Education (PAI), particularly in maintaining learning quality while adapting to technological demands. This study examines the use of technology in PAI learning and identifies supporting and inhibiting factors in its implementation at SMP Negeri 2 Palu. A qualitative descriptive case study design was employed over a period of two months (July-August 2026). Data were collected through semi-structured interviews, non-participant classroom observations, and document analysis involving several participants, consisting of one school principal, one PAI teacher, and three Grade IX students selected through purposive sampling. Data were analyzed using an inductive thematic approach with triangulation to ensure credibility. The findings show that technology is integrated into PAI learning through a blended learning model combining asynchronous communication via WhatsApp and synchronous platforms such as YouTube, Google Meet, and Zoom. The results indicate perceived improvements in student engagement, participation, and classroom responsiveness, as identified from participant perspectives and classroom observation themes rather than measurable academic outcomes. These changes are reflected in more active student interaction and attentiveness during learning activities. Nevertheless, several challenges persist, including limited teacher digital competence, unstable internet connectivity, and infrastructure constraints. Mitigation efforts include continuous teacher training and gradual improvement of school facilities. In conclusion, technology integration contributes positively to PAI learning quality in this context, although its sustainability depends on teacher professional development, leadership support, adequate infrastructure, and ongoing instructional evaluation to ensure long-term effectiveness.
Akbar et al. (Fri,) studied this question.