<![CDATA[This study develops an OBE–Digital Learning Media Integration Framework for Islamic Education. It asks how programme and course learning outcomes govern the selection of digital learning media, how that selection shapes learning activities and student engagement, and whether digitally mediated assessment yields evidence of the outcomes stated. An instrumental single case study was conducted in the Islamic Education study program at IAIN Sorong, focusing on an educational statistics course taken by a cohort of twenty-five students. Data were generated through semi-structured interviews with the lecturer and students, non-participant classroom observation, and document analysis, and were analyzed through data condensation, data display, and conclusion drawing and verification, with credibility resting on triangulation, member checking, and an audit trail. The findings show that alignment is achieved only where media selection is derived from the intended outcome; where that derivation is absent, technology reverts to a delivery function and contributes little to demonstrable competence. Both patterns occurred within the same course. Digital media supported authentic tasks, yet engagement divided the class according to prior digital literacy, so that identical activities constituted different tasks for differently prepared students. Assessment showed the clearest gap: digital tools enriched what students did, while the instruments judging attainment remained only partly aligned with the outcome requiring methodological judgment. The framework contributes a cyclical rather than linear account of integration, in which assessment evidence recalibrates both outcome statements and media selection, and specifies the enabling conditions without which the cycle does not close.]]>
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