<![CDATA[The rapid advancement of digital technology in education requires teachers, including Islamic Religious Education (PAI) teachers, to integrate Information and Communication Technology (ICT) into the learning process. However, the gap between curriculum demands and teachers’ actual digital capabilities remains a significant challenge. This study aims to analyze the problems faced by PAI teachers in implementing ICT-based learning at SMA Misykat Al-Anwar Kwaron. The research employed a qualitative approach with a case study design. Data were collected through participant observation, in-depth interviews with the principal, PAI teachers, and students, as well as document analysis. Data validity was ensured through source triangulation. The findings reveal that the implementation of ICT-based learning has not been optimal due to eight major obstacles: limited ICT operational skills, difficulties in designing digital learning, inadequate utilization of digital media, technical problems during learning activities, ineffective digital assessment practices, weak online communication and interaction, low levels of creativity and innovation in ICT integration, and insufficient professional development in digital competencies. On the other hand, several supporting factors were identified, including institutional commitment from the school, teachers’ intrinsic motivation, and positive student responses toward technology-assisted learning. These findings indicate the urgent need for systematic interventions, including the provision of adequate infrastructure, continuous and contextual ICT training programs, and targeted pedagogical assistance to enhance the digital competence of PAI teachers and improve the effectiveness of ICT-based learning implementation.]]>
