<![CDATA[Madrasah plays an important role in Indonesian formal education by integrating general knowledge with Islamic values while responding to social and technological change. The recognition of madrasah through national education policy strengthened its position alongside general education, but the digital era requires institutions to maintain this identity while adapting learning and administration to technology. This study aims to describe the existence of madrasah in formal education in the digital and global era through the case of MAN 1 Serang City. The study uses a descriptive qualitative approach. Data were obtained through direct interviews with the principal, curriculum department, teachers, administrative staff, and financial staff, supported by observation, documentation, books, journal articles, and other sources related to madrasah and Islamic education. The findings show that learning in grades ten to twelve has incorporated digital media such as laptops, projectors, and computer practice. Nevertheless, not all teachers use digital media because of limitations related to media availability, time, and age. Digitalization also extends to financial administration through the Institution-Level Financial Application System (SAKTI), covering planning, implementation, and reporting. These findings imply that sustaining madrasah existence in the digital era requires continued digital learning, stronger teacher capability, adequate facilities, and consistent administrative digitalization without weakening Islamic educational identity.]]>
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