<![CDATA[This study aims to describe the implementation of the Flipped Classroom learning model based on the Technological Pedagogical Content Knowledge (TPACK) framework in Islamic Religious Education (PAI) learning at SMPN 1 Majalaya, Bandung Regency. Using a qualitative descriptive approach, data were collected through in-depth interviews with the principal, four PAI teachers, and documentation. The results showed that: (1) SMPN 1 Majalaya has implemented a digital learning policy through an LMS-based e-learning system supported by WiFi infrastructure with a capacity of ±100 Mb; (2) PAI teachers have systematically applied the Flipped Classroom model using platforms such as YouTube, Google Classroom, WhatsApp, and Quizizz, with 60–80% of students completing pre-class tasks; (3) in-class sessions were dominated by discussion, question and answer, and collaborative projects, while post-class assignments included infographics, short videos, and digital posters; and (4) self-assessment of TPACK competency showed an average score of 4.3 out of 5, indicating good mastery across all components. The main challenges include unequal student internet access, varying teacher digital competency, and heavy preparation workload. This study concludes that Flipped Classroom integrated with TPACK can improve the quality and engagement of PAI learning in the digital era.]]>
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