<![CDATA[This qualitative descriptive study examines the creativity of Islamic Religious Education teachers in integrating Technological Pedagogical and Content Knowledge (TPACK) at Madrasah Aliyah Negeri Insan Cendekia Paser, East Kalimantan. Data were collected through observation, interviews, and document analysis and were analyzed using the interactive model of data condensation, data display, and conclusion drawing. The findings show that teacher creativity was manifested in three intersecting domains. In Pedagogical Content Knowledge (PCK), teachers used problem-based learning to examine the conflict between Ali and Muawiyah, scientific inquiry to explore scientific development during the Abbasid and Andalusian Umayyad periods, role play for the Rightly Guided Caliphs, storytelling for Muslim scientists, mind mapping and timelines for the codification of the Qur’an, card sorting for tajwid, and project-based calligraphy and slogan production. In Technological Content Knowledge (TCK), teachers employed presentation software, YouTube, e-learning platforms, Islamic educational games, Quizizz, Rumah Belajar, and Canva to represent and assess religious content. In Technological Pedagogical Knowledge (TPK), these tools were aligned with scientific, problem-based, project-based, and interactive assessment strategies. The study concludes that creativity in TPACK-based Islamic Education is not determined by the number of digital tools used, but by teachers’ ability to align technology with pedagogical purposes, the characteristics of religious content, and students’ learning needs. This alignment makes abstract, textual, and historical Islamic material more contextual, participatory, and accessible.]]>
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