<![CDATA[The rapid development of digital technology requires teachers to possess adequate digital competencies to support effective, innovative, and 21st-century-oriented learning processes. However, the implementation of digital technology in primary education still faces several challenges, including limited facilities, internet access, and varying levels of teachers’ technological proficiency. This study aims to describe teachers’ digital competencies in utilizing digital technology for learning and to identify the challenges encountered by teachers at Madrasah Ibtidaiyah Al-Khairaat Biromaru. The study employed a qualitative approach with a descriptive research design. Data were collected through observations, interviews, and documentation involving teachers and school administrators as the primary sources of information. Data were analyzed through data reduction, data display, and conclusion drawing. The findings reveal that teachers’ digital competencies at MI Al-Khairaat Biromaru have developed through the use of various digital learning media and platforms, including instructional videos, interactive presentations, Canva, Google Classroom, and WhatsApp Groups. The school has also begun implementing coding instruction for fifth- and sixth-grade students and utilizing computers and projectors in learning assessments. Nevertheless, the integration of digital technology has not yet been fully optimized due to limitations in infrastructure, internet connectivity, power outages, and differences in teachers’ digital skills. Support from the principal, professional development programs, and Teacher Working Group (KKG) activities play a significant role in enhancing teachers’ digital competencies. The study implies that continuous capacity building and adequate digital infrastructure are essential to support sustainable technology-based learning transformation in madrasahs. ABSTRAK Perkembangan teknologi digital menuntut guru memiliki kompetensi digital yang memadai untuk mendukung proses pembelajaran yang efektif, inovatif, dan sesuai dengan kebutuhan abad ke-21. Namun, implementasi teknologi digital di sekolah dasar masih menghadapi berbagai kendala, seperti keterbatasan fasilitas, akses internet, serta perbedaan kemampuan guru dalam memanfaatkan teknologi pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan kompetensi digital guru dalam pemanfaatan teknologi digital pada pembelajaran serta mengidentifikasi kendala yang dihadapi guru di Madrasah Ibtidaiyah Al-Khairaat Biromaru. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi yang melibatkan guru serta pihak sekolah sebagai sumber data utama. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kompetensi digital guru di MI Al-Khairaat Biromaru telah berkembang melalui pemanfaatan berbagai media dan platform digital, seperti video pembelajaran, presentasi interaktif, Canva, Google Classroom, dan WhatsApp Group. Sekolah juga mulai mengintegrasikan pembelajaran coding pada siswa kelas V dan VI serta memanfaatkan komputer dan proyektor dalam pelaksanaan evaluasi pembelajaran. Meskipun demikian, pemanfaatan teknologi digital belum berlangsung secara optimal karena masih terkendala keterbatasan sarana dan prasarana, kualitas jaringan internet, pemadaman listrik, serta variasi kemampuan digital antar guru. Dukungan kepala sekolah, pelaksanaan pelatihan, dan kegiatan Kelompok Kerja Guru (KKG) menjadi faktor penting dalam meningkatkan kompetensi digital guru. Penelitian ini memberikan implikasi bahwa penguatan kapasitas guru dan penyediaan infrastruktur digital yang memadai perlu dilakukan secara berkelanjutan untuk mendukung transformasi pembelajaran berbasis teknologi di madrasah.]]>
