<![CDATA[The increasing use of digital technology by Generation Z, which causes various forms of digital disruptions in Islamic Religious Education classes, is the driving force behind this study. Students are often distracted by digital visual distractions, online gaming, background noise, mobile notifications, and web browsing, according to observations and interviews. The goal of this study is to investigate how Islamic Religious Education teachers at SMANSA Legum Alahan Panjang address the problems of digital distraction that Generation Z students face. A descriptive research framework is combined with a qualitative technique. Key informants included Islamic Religious Education professors, students, and the vice-principal. Data was collected through observations, interviews, and documentation. Data reduction, data presentation, and conclusion drawing were all part of the data analysis process, and triangulation of sources and methodologies was used to verify the data's validity. The results show that teachers utilize strategies include establishing guidelines for the use of devices, monitoring the classroom, enforcing penalties, participating in ice-breaking activities, using a variety of teaching techniques and materials, and providing rewards and encouragement. These techniques have been successful in reducing digital distractions, increasing student focus and enthusiasm for studying, and creating a more encouraging learning environment for Islamic Religious Education.]]>
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