<![CDATA[The development of digital technology has driven transformation in the world of education, including in the learning of Islamic Religious Education (PAI). One of the cutting-edge technologies with great potential to enhance the quality of learning is Augmented Reality (AR). AR technology allows the integration of two-dimensional and three-dimensional virtual objects into the real environment in real-time, making learning more interactive and contextual. In PAI learning, AR can be utilized to visualize worship, creed, and Islamic history materials that have so far been abstract and normative. However, the implementation of AR in PAI learning in schools still faces various obstacles. This study aims to analyze the obstacles to the implementation of Augmented Reality in Islamic Religious Education through literature review and field observation data in the form of interviews with Islamic Religious Education teachers. The research method used is a qualitative approach with literature study and field observation techniques. Literature data is analyzed using content analysis, while observation data is analyzed thematically. The research results indicate that the main obstacles to the implementation of AR in Islamic Religious Education (PAI) learning include limited technological infrastructure, low digital competence among teachers, the unavailability of specific training related to AR, high costs of AR content development, and pedagogical and cultural challenges in religious education. The results of interviews with PAI teachers show that although AR has not been directly implemented, teachers have an open and positive attitude toward the use of AR technology if training and institutional support are available. This research is expected to serve as a theoretical and practical reference in the development of realistic and contextual AR implementation strategies in Islamic Religious Education.]]>
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