<![CDATA[This study is grounded in the tendency of Islamic Religious Education (PAI) instruction to remain dominated by one-way lecturing, which students often perceive as unengaging, amid the Ministry of Primary and Secondary Education's policy encouraging the Deep Learning approach built on three elements: mindful learning, meaningful learning, and joyful learning. This research aims to describe the implementation of joyful learning in PAI instruction, the role of PAI teachers as facilitators within that implementation, and the supporting and inhibiting factors involved at SMK Negeri 1 Lubuk Pakam. A descriptive qualitative approach was employed, involving eight PAI teachers, eighteen students, and the vice principal for curriculum affairs as research subjects, with data collected through moderate participant observation, semi-structured interviews, and documentation, then analyzed using the interactive model of Miles and Huberman and validated through source and technique triangulation. The findings indicate that the implementation of joyful learning at the school has not been uniformly practiced and tends to be integrated with mindful learning and meaningful learning within a single instructional sequence. The facilitative role of PAI teachers is reflected in the preparation of teaching modules, guidance of the learning process, motivation of students, provision of a safe space for asking and expressing opinions, and the use of varied instructional methods. Supporting factors for this role include the PAI Subject Teachers' Forum (MGMP) and school policies that facilitate teacher competency development, while inhibiting factors include limited pedagogical competence among some teachers, inadequate instructional technology facilities, and passive, poorly motivated student characteristics. These findings contribute theoretically and practically to the advancement of contemporary Islamic pedagogy, particularly in formulating strategies to strengthen the facilitative role of PAI teachers in the era of deep learning.]]>
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