<![CDATA[The development of digital technology has driven changes in the implementation of learning, including Islamic Religious Education. This study aims to describe the implementation of digital learning media in Islamic Religious Education among senior high school students in Sijunjung Regency, identify the supporting and inhibiting factors in its implementation, and describe the benefits experienced by teachers and students. This study employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation involving the principal, Islamic Religious Education teacher, and students as data sources. Data were analyzed through data reduction, data presentation, and conclusion drawing. The results showed that digital learning media had been implemented through the Schoology platform. Teachers uploaded learning materials in the form of texts, images, videos, and questions, and directed students to study the materials before face-to-face learning. Classroom time was then used for confirmation, question-and-answer activities, implementation, and evaluation. Supporting factors included users' enthusiasm and readiness, which developed through practice, the structured organization of materials in Schoology, school support, and the availability of features that facilitated learning activities. Inhibiting factors included uneven levels of users' initial digital competence, a relatively complex platform interface, delayed notifications, account and internet connectivity problems, limited access to devices, and the limitations of digital media in directly assessing students' attitudes. The implementation of digital media provided benefits in the form of more varied and flexible learning, opportunities for independent learning, access to review learning materials, greater efficiency in delivering learning content, and greater ease for teachers in managing the learning process.]]>
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