<![CDATA[Research on technology integration in education has generally focused on technology adoption, teacher readiness, or the effectiveness of digital platforms, while studies examining the quality of pedagogical integration in schools that have reached the post-adoption digital stage remain limited. This study aims to analyze the integration of Wayground in Islamic Religious Education learning at SMP Bukit Asam Tanjung Enim based on the Technological Pedagogical Content Knowledge (TPACK) framework, student engagement, and the utilization of learning outcome data. This research employed a qualitative approach with a case study design. Data were collected through observations, semi-structured interviews, and documentation studies, and were analyzed using an interactive analysis model. The findings indicate that teachers have demonstrated strong Technological Knowledge and utilize Wayground as a tool for learning engagement, formative assessment, feedback provision, and real-time monitoring of student learning outcomes. The use of Wayground enhances students’ behavioral engagement and emotional engagement; however, cognitive engagement remains suboptimal due to variations in the quality of pedagogical integration, the design of higher-order thinking skills (HOTS)-based assessments, and the utilization of learning data among teachers. This study concludes that in digitally mature schools, the primary challenge is no longer technological mastery, but rather teachers’ ability to integrate technology, pedagogy, and content reflectively while utilizing learning data as a basis for pedagogical decision-making. These findings extend the application of the TPACK framework in the context of post-adoption digital schools by emphasizing that the quality of pedagogical integration is a key determinant of successful digital learning implementation.]]>
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