<![CDATA[The efficiency of implementing the technology-based learning model) in the Islamic Religious Education (PAI) course for class VIII at SMPN 18 Lau Maros was assessed in this study using the Classroom Action Research (CAR) technique. A total of 13 female students and 18 male students participated in this study. The aim was to analyze the implementation of TBL and its effect on student learning achievement. For two cycles, this study used a four-stage CAR cycle (planning, action, observation, and reflection). Documentation, interviews, and observations were used to collect data. After implementing TBL, the results showed a significant increase in student learning achievement. Only 57.65 was the pre-cycle average score (18.75% of students met the KKM). Cycle II reached 84.06 (81.25% completed), while Cycle I increased to 75.31 (62.5% completed). Meanwhile, six students (18.75%) were still below the KKM (75). In summary, this study shows how well the technology-based learning (TBL) paradigm works to improve the academic achievement of Islamic Religious Education students in grade VIII. Each cycle experienced significant improvements, but more efforts are still needed to ensure that every student meets the KKM. This finding has significant consequences for creating more innovative and successful Islamic Religious Education learning. For children who are left behind, individual support is needed, along with the creation of more engaging educational resources that consider the unique needs of each student.]]>
