<![CDATA[Introduction to the Problem: The acceleration of information and communication technology in an era of disruption demands a methodological reorientation in the practice of Islamic Religious Education. Conventional learning methods, which tend to be monologic and theoretical, frequently face difficulty in holding the attention and building the active engagement of learners of the digital generation. Purpose: This article aims to analyse instructional strategies for technology-based Islamic Religious Education learning and their impact on improving learners’ religious competence across the cognitive dimension (understanding the concepts of creed and jurisprudence), the affective dimension (the internalization of akhlaq karimah), and the psychomotor dimension (practical devotional skills). Design/methods/approach: Using a descriptive-analytical qualitative approach based on library research, the study explores the integration of the Technological Pedagogical Content Knowledge (TPACK) framework into the design of Islamic Religious Education learning. Findings: The findings show that the use of interactive digital media, adaptive e-learning platforms, video tutorials visualizing acts of worship, and educational gamification is able to raise learning motivation, the absorption of material, and the effectiveness of devotional habituation significantly. The success of integrating technology into Islamic Religious Education is determined largely by the pedagogical and digital competency of teachers in contextualizing Islamic teaching creatively without reducing the sacredness and spirituality of religious teaching. Originality/value: The recommendations of this study affirm the importance of developing a technology-based Islamic Religious Education curriculum in schools and of continuing training for teachers in designing innovative learning media.]]>
