Peran Guru Sebagai Agen Inovasi dalam Transformasi Pembelajaran Pendidikan Agama Islam di Era Digital pada MAN 2 Mataram - Supriadi, Supriadi; Muhammad, Muhammad; Ahyar, Ahyar (Empiricism Journal, 2025)
Adopsi Teknologi Informasi dan Komunikasi (TIK) dalam PAI secara umum telah banyak dilakukan,  namun, kajian tentang peran guru sebagai agen inovasi (change agent) melalui lensa Technological Pedagogical Content Knowledge (TPACK) dalam konteks madrasah aliyah negeri, serta faktor pendukung, penghambat, dan strategi mitigasinya, masih terbatas. Artikel ini bertujuan untuk mengisi celah tersebut dengan mengeksplorasi peran guru PAI sebagai agen inovasi dalam transformasi pembelajaran di era digital di MAN 2 Mataram. Pendekatan penelitian yang digunakan adalah kualitatif dengan jenis studi kasus. Teknik pengumpulan data meliputi observasi, wawancara mendalam, dan studi dokumentasi. Data dianalisis secara tematik dengan menggunakan triangulasi sumber untuk memastikan kredibilitas dan konfirmabilitas temuan. Hasil penelitian mengungkapkan bahwa guru PAI telah menerapkan berbagai inovasi berbasis teknologi. Penggunaan platform Learning Management System (LMS) seperti Google Classroom dan pemanfaatan media sosial (WhatsApp Group) untuk berdiskusi dan membagikan materi merupakan bentuk inovasi yang paling dominan. Selain itu, penerapan model project-based learning dan flipped classroom juga terbukti efektif. Inovasi-inovasi ini secara konkret ditunjukkan dengan peningkatan partisipasi aktif siswa dalam forum diskusi online, peningkatan ketepatan pengumpulan tugas, serta perluasan akses belajar di luar jam kelas. Faktor pendukung utama meliputi kompetensi digital guru, dukungan kebijakan sekolah, dan ketersediaan infrastruktur teknologi. Sementara itu, hambatan yang dihadapi adalah kesenjangan kompetensi digital antar guru dan keterbatasan sumber daya. Penelitian ini memberikan kontribusi dengan menekankan pentingnya integrasi teknologi, pedagogi, dan konten keagamaan (TPACK) dalam pembelajaran PAI, serta menjadi acuan bagi pengembangan kebijakan dan praktik pendidikan Islam yang adaptif dan berkelanjutan di era digital.The Role of the Teacher as an Agent of Innovation in the Transformation of Islamic Religious Education Learning in the Digital Era at MAN 2 MataramAbstractThe adoption of Information and Communication Technology (ICT) in Islamic Religious Education (PAI) has been widely implemented in general. However, studies focusing on the role of teachers as innovation agents (change agents) through the lens of Technological Pedagogical Content Knowledge (TPACK) in the context of public senior Islamic high schools (madrasah aliyah negeri), along with the supporting factors, barriers, and mitigation strategies, remain limited. This article aims to fill this gap by exploring the role of PAI teachers as agents of innovation in the transformation of learning in the digital era at MAN 2 Mataram. The research approach used was qualitative with a case study design. Data collection techniques included observation, in-depth interviews, and documentation studies. Data were analyzed thematically using source triangulation to ensure the credibility and confirmability of the findings. The results reveal that PAI teachers have implemented various technology-based innovations. The use of Learning Management System (LMS) platforms like Google Classroom and the utilization of social media (WhatsApp Group) for discussion and material sharing were the most dominant forms of innovation. Furthermore, the implementation of project-based learning and flipped classroom models also proved effective. These innovations were concretely demonstrated by increased active student participation in online discussion forums, improved timeliness of assignment submission, and expanded learning access beyond school hours. The main supporting factors included teacher digital competence, school policy support, and the availability of technological infrastructure. Meanwhile, the obstacles faced were disparities in digital competence among teachers and limited resources. This research contributes by emphasizing the importance of integrating technology, pedagogy, and religious content (TPACK) in PAI learning, and serves as a reference for developing adaptive and sustainable Islamic education policies and practices in the digital era.