<![CDATA[This study aims to analyze in depth the implementation and challenges of integrating the Technological Pedagogical Content Knowledge (TPACK) framework into Islamic Religious Education (PAI) learning at Muhammadiyah 8 Junior High School Yogyakarta. This study is motivated by the demands of the digital era, which requires educators not only to master religious material but also to be able to synergize technology with relevant pedagogy to improve the effectiveness of Islamic jurisprudence learning. Using a descriptive qualitative method based on case studies during the School Field Introduction (PLP) 2 program, data were collected through participant observation, in-depth interviews with teachers, and analysis of learning documents. The research findings indicate that the implementation of the inquiry learning model supported by interactive technology media such as educational videos, digital presentations, and online quizzes can significantly increase students' active participation and conceptual understanding. However, the effectiveness of this integration is still faced with technical obstacles in the form of limited digital infrastructure and pedagogical challenges in dynamic classroom management. The main conclusion confirms that although TPACK offers a potential framework for modernizing Islamic Religious Education (PAI) learning, its success is highly dependent on teachers' technological competency readiness and adequate school facilities. ABSTRAKPenelitian ini bertujuan untuk menganalisis secara mendalam implementasi dan tantangan pengintegrasian kerangka Technological Pedagogical Content Knowledge (TPACK) dalam pembelajaran Pendidikan Agama Islam (PAI) di SMP Muhammadiyah 8 Yogyakarta. Studi ini dilatarbelakangi oleh tuntutan era digital yang mengharuskan pendidik tidak hanya menguasai materi keagamaan, tetapi juga mampu mensinergikan teknologi dengan pedagogi yang relevan guna meningkatkan efektivitas pembelajaran fikih. Menggunakan metode kualitatif deskriptif berbasis studi kasus selama program Pengenalan Lapangan Persekolahan (PLP) 2, data dikumpulkan melalui observasi partisipatif, wawancara mendalam dengan guru, serta analisis dokumen pembelajaran. Temuan penelitian menunjukkan bahwa penerapan model inquiry learning yang didukung oleh media teknologi interaktif seperti video edukatif, presentasi digital, dan kuis daring mampu meningkatkan partisipasi aktif dan pemahaman konseptual peserta didik secara signifikan. Namun, efektivitas integrasi ini masih dihadapkan pada kendala teknis berupa keterbatasan infrastruktur digital dan tantangan pedagogis dalam manajemen kelas yang dinamis. Simpulan utama menegaskan bahwa meskipun TPACK menawarkan kerangka kerja yang potensial untuk modernisasi pembelajaran PAI, keberhasilannya sangat bergantung pada kesiapan kompetensi teknologi guru dan dukungan fasilitas sekolah yang memadai.]]>
