<![CDATA[This study aims to map students’ perceptions of blended learning-based Islamic Religious Education (PAI) post-pandemic at SMA Negeri 1 Jujuhan and identify the factors most influential in accepting this model. An explanatory sequential mixed-methods design was employed. The sample comprised 180 students selected through proportional stratified random sampling, supplemented by in-depth interviews with 12 students and 4 PAI teachers. The quantitative instrument was a 5-point Likert scale questionnaire measuring four dimensions: platform usability, pedagogical alignment, socio-emotional support, and assessment equity. Construct validity yielded r > 0.361 and reliability α = 0.89. Data were analyzed using descriptive statistics, multiple regression, ANOVA, and qualitative thematic analysis. Results indicated an overall moderate-high perception (M = 3.78; SD = 0.52). Multiple regression revealed that platform usability (β = 0.312; p < 0.01), pedagogical alignment (β = 0.287; p < 0.01), and socio-emotional support (β = 0.241; p < 0.05) significantly influenced positive perception, while assessment equity was non-significant (β = 0.118; p = 0.089). Perception differed across grade levels (F = 4.32; p = 0.015). Qualitative findings confirmed four main themes: flexibility vs. cognitive load, digital divide and parental support, integration of Islamic values in asynchronous design, and non-authentic assessment. The study recommends developing contextual blended PAI modules, strengthening teachers’ digital literacy, and implementing project-based collaborative assessments between home and school.]]>
