This study aims to analyze the implementation of technology-based learning in Madrasah Ibtidaiyah Negeri 1 Alor, 3T region, by highlighting the aspects of consistency of teaching tools, integration of literacy activities, suitability of materials, and utilization of digital media. Using a qualitative approach with a case study design, data were obtained through in-depth interviews, participatory observation and documentation, then analyzed using the Miles, Huberman and Saldaña interactive model. The results show that the implementation of technology-based learning at MIN 1 Alor takes place adaptively and contextually. Digital application-based time discipline, integration of religious literacy into daily routines, and utilization of media such as infocus and Google Form, indicate the creation of a collaborative learning environment that is relevant to the characteristics of students in marginalized areas. Theoretically, this research extends the application of POAC principles in the context of digital Islamic education through humanist, spiritual and adaptive managerial integration. Its practical contribution lies in the formulation of an applicable technology-based learning implementation model for madrasahs in disadvantaged areas, as well as the basis for affirmative policies in the transformation of digital education at the madrasah ibtidaiyah level
Bala et al. (Thu,) studied this question.