<![CDATA[Calligraphy learning in Islamic boarding schools is often faced with time constraints and technical difficulties for students in mastering accurate writing rules, so it requires innovation through technology integration. This study aims to: (1) Describe the implementation of blended learning in calligraphy learning; (2) Analyze the achievements of students' cognitive domains in calligraphy learning based on the Revised Bloom Taxonomy; (3) Explore the contribution of digitalization through blended learning to cognitive mastery in calligraphy learning; (4) Formulate the implications of the use of blended learning on the development of innovative calligraphy learning models. The method used is a descriptive qualitative approach with phenomenological studies. Data were collected through observation, documentation, and in-depth interviews with teachers and students at the Daarut Ta'allumil Qur'an Islamic Boarding School Sumber Cirebon. The results showed that (1) the implementation of blended learning adopted the Enriched Virtual Model pattern where face-to-face sessions became the motor base, while online sessions utilized graphic design applications to provide visual feedback and enrichment; (2) students' cognitive achievements developed intact starting from remembering letter shapes, understanding rules, applying techniques, analyzing independent mistakes, evaluating peer work, to creating new works; (3) digitalization contributes significantly to strengthening technical understanding through repeatable video tutorials, and encourages learning independence (heutagogi); and (4) the implications of this model offer flexibility in evaluation and increase the creativity of students, but the physical presence of teachers in the talaqqi method remains irreplaceable to transfer implicit knowledge (tacit knowledge).]]>
