<![CDATA[Twenty-first-century education demands innovative technological integration; however, Islamic Education (PAI) teachers often encounter specific challenges in aligning digital tools with religious values at the elementary school level. This study aims to provide an empirical overview of how PAI teachers implement the Technological Pedagogical Content Knowledge (TPACK) framework and to identify the challenges faced during this process at SD Muhammadiyah Bodon Kotagede. Employing a descriptive qualitative approach, data were collected through participant observation, in-depth interviews, and documentation of teaching instruments from purposively selected PAI teachers. The results indicate that TPACK implementation has been adequately internalized through the use of Power Point media for visualizing Tajwid material, combined with direct practice using the Al-Qur'an Mushaf. Despite facing technical constraints such as internet stability and student dependence on visual displays, the school has successfully mitigated these obstacles through infrastructural support and routine technology training for educators. This study concludes that the success of TPACK in PAI learning depends not only on technological sophistication but also on the teacher's ability to maintain the "sanctity" and spiritual value of religious material through the harmonization of digital and conventional methods.ABSTRAKPendidikan Abad 21 menuntut integrasi teknologi yang inovatif, namun guru Pendidikan Agama Islam (PAI) sering kali menghadapi tantangan spesifik dalam memadukan perangkat digital dengan nilai-nilai religius di tingkat sekolah dasar. Penelitian ini bertujuan untuk memberikan gambaran empiris mengenai cara guru PAI mengimplementasikan kerangka Technological Pedagogical Content Knowledge (TPACK) serta mengidentifikasi tantangan yang dihadapi dalam proses tersebut di SD Muhammadiyah Bodon Kotagede. Dengan menggunakan pendekatan kualitatif deskriptif, data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan dokumentasi perangkat ajar terhadap guru PAI yang dipilih secara purposive. Hasil penelitian menunjukkan bahwa implementasi TPACK telah terinternalisasi secara memadai melalui penggunaan media Power Point untuk visualisasi materi Tajwid yang dipadukan dengan praktik langsung menggunakan Mushaf Al-Qur’an. Meskipun menghadapi kendala teknis seperti stabilitas jaringan internet dan ketergantungan siswa pada tampilan visual, pihak sekolah berhasil memitigasi hambatan tersebut melalui dukungan infrastruktur dan pelatihan teknologi rutin bagi tenaga pendidik. Penelitian ini menyimpulkan bahwa keberhasilan TPACK dalam pembelajaran PAI tidak hanya bergantung pada kecanggihan teknologi, tetapi pada kemampuan guru dalam menjaga ”marwah” dan nilai spiritual materi agama melalui harmonisasi metode digital dan konvensional.]]>
