<![CDATA[The use of technology in Islamic Religious Education (PAI) learning in the independent curriculum era provides opportunities for teachers to adjust learning to the needs of learners. However, its application is not fully uniform because it is influenced by teacher readiness, digital literacy, availability of devices and the internet, and socio-economic conditions of learners. This study aims to describe the role of technology in supporting adaptive learning in PAI subjects, the form of its use by teachers, the implementation of adaptive learning, as well as supporting and inhibiting factors in SMKN 1 Garut. The study used a qualitative approach with descriptive methods. Informants consisted of PAI teachers, Vice Principals of curriculum, and purposively selected students. Data were collected through observation, in-depth interviews, and documentation, and then analyzed using the Miles, Huberman, and Saldaña models through data condensation, data presentation, and conclusion drawing and verification. Validity of data is done through triangulation of sources. The results showed that Google Classroom, Google Form, Google Drive, Google Docs, WhatsApp, and AI help teachers in planning, material delivery, assessment, evaluation, communication, and monitoring of learners ' progress. Adaptive learning is carried out taking into account the initial abilities, readiness, interests, characteristics and conditions of learners. Technology plays the role of an amplifier of pedagogical adaptation, while the professional decision of the teacher remains the main factor.]]>
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