<![CDATA[Student technology use has been linked to weaker concentration and learning, yet the responses of religious education teachers within madrasahs remain insufficiently documented. This study analysed the strategies of Islamic Religious Education (PAI) teachers at MTsN 6 Jombang against the negative impacts of students' technology use, and the factors that supported or inhibited them. A qualitative single-case design was used, with structured interviews of PAI teachers and students, observation, and documentation analysed through the interactive model of Miles et al. Students used WhatsApp, Instagram, Telegram, Facebook, TikTok, and YouTube, and harmful uses tended to predominate, producing weaker concentration, laziness, poor time management, and improper behaviour toward parents. Teachers applied preventive strategies, including learning activities, religious habituation, parent-signed worship reports, and parenting classes, repressive strategies of advice and coaching toward responsible digital skills, and curative sanctions reserved for repeated violations. Teacher solidarity, leadership support, and students' religious understanding supported the strategies, whereas limited parental cooperation, inadequate digital infrastructure, restricted supervision time, and too few counselling teachers inhibited them. The study shows that a graded typology from school discipline research can organise teacher responses in religious education, and it informs teacher training and madrasah policy on directing technology use while strengthening parental partnership.]]>
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