<![CDATA[The advancement of digital technology poses serious challenges in education, particularly in the form of distractions that affect student learning engagement. This study examines the phenomenon of digital distraction and learning disengagement in Islamic Religious Education (PAI) at SMPN 4 Temanggung. Employing a qualitative approach with a case study design, data were collected through passive participant observation, semi-structured in-depth interviews with 12 informants (students, PAI teachers, the vice principal for student affairs, and the counseling coordinator), and documentation. Data analysis followed the interactive model with source and method triangulation. The findings reveal four key conclusions: (1) digital distraction occurs primarily as cognitive residual distraction with a clear gender-based pattern; (2) the root cause lies in the absence of parental mediation at home, not in weak school policy; (3) PAI learning disengagement occurs through four mechanisms: sleep deficit, motivational reorientation, cognitive residue, and inhibition of psychological conditions required for spiritual appreciation; (4) the most effective teacher strategies combine digitally relevant pedagogical innovation with authentic relationship-building. This study contributes to the development of digital pedagogy in Islamic education and underscores the urgency of structured parental mediation programs. Abstrak Perkembangan teknologi digital menimbulkan tantangan serius dalam pembelajaran, khususnya berupa distraksi yang berdampak pada keterlibatan belajar siswa. Penelitian ini mengkaji fenomena distraksi digital dan disengagement belajar dalam pembelajaran Pendidikan Agama Islam (PAI) di SMPN 4 Temanggung. Menggunakan pendekatan kualitatif dengan desain studi kasus, data dikumpulkan melalui observasi partisipatif pasif, wawancara mendalam semi-terstruktur dengan 12 informan (siswa, guru PAI, wakil kepala sekolah bidang kesiswaan, dan koordinator BK), serta dokumentasi. Analisis data dilakukan menggunakan model interaktif dengan triangulasi sumber dan metode. Hasil penelitian menunjukkan empat temuan utama: (1) distraksi digital terutama berwujud sebagai distraksi kognitif residual dengan pola berbasis gender; (2) akar permasalahan adalah absennya parental mediation di rumah, bukan lemahnya kebijakan sekolah; (3) disengagement belajar PAI terjadi melalui empat mekanisme: defisit tidur, reorientasi motivasi, cognitive residue, dan penghambatan kondisi psikologis spiritual; (4) strategi guru paling efektif menggabungkan inovasi pedagogis digital dengan pembangunan relasi autentik. Penelitian ini berkontribusi pada pengembangan pedagogi digital PAI dan menekankan urgensi program parental mediation yang terstruktur.]]>
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