<![CDATA[The Technological Pedagogical Content Knowledge (TPACK) framework has become the primary reference for teacher competence in integrating technology, pedagogy, and content amid the digital transformation of education. However, TPACK studies in non-formal Islamic education institutions such as madrasah diniyah using the Iqro’ method remain very limited. This study aims to describe the TPACK profile of ustadz/ustadzah, analyze forms of technology integration, and identify supporting and inhibiting factors at Madrasah Diniyah Al-Rachmat Bojonegoro. The research adopted a qualitative descriptive approach with an instrumental case study strategy, supported by a 30-item TPACK questionnaire on a 1–5 Likert scale covering seven dimensions. Subjects consisted of four Iqro’ ustadz/ustadzah (total sampling) and 25 Iqro’ students of volumes 3–4. Data were collected through questionnaires, observation, semi-structured interviews, and documentation, then analyzed using the Miles & Huberman interactive model along with source and technique triangulation. The findings reveal an average TPACK score of 3.77 (high) with an asymmetrical profile: PCK (4.63), PK (4.56), and CK (4.55) were very high, while TCK (2.88), TPK (3.06), and TK (3.25) were moderate. The integration found was low-tech and non-substitutive—murottal audio, digital Qur’an applications, and WhatsApp groups—termed by the authors as adaptive-tradition TPACK. Supporting and inhibiting factors were distributed across three layers: personal, institutional, and cultural; the aspects of adab and salaf tradition emerged as distinctive features. These findings recommend contextual TPACK training and the development of simple Iqro’ digital media that align with the salaf learning tradition.]]>
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