Yakub Hamdani Ali, M. Nafiur Rofiq
This research was motivated by the need for Islamic Religious Education (PAI) instruction in elementary schools to be more engaging, visual, and contextual, particularly given that students often lose focus during lessons that rely predominantly on verbal communication. The study aimed to analyze the implementation of projector media specifically regarding planning, execution, and frequency of use in enhancing student interest in Islamic Religious Education at SD Negeri Pondokjoyo 01 during the 2025/2026 academic year. A qualitative case study approach was employed. Data were gathered from the principal, PAI teachers, students, school staff, and school documents through observation, interviews, and document analysis. Data analysis followed the Miles and Huberman interactive model, comprising data collection, data condensation, data display, and conclusion drawing and verification. The findings indicate that the implementation of projectors involved three key aspects: planning teaching modules and visual materials; conducting lessons using slides, images, and videos; and maintaining consistent usage frequency in PAI instruction. The use of projectors focused student attention on both the teacher's explanations and the screen, heightened interest in the visualized material, and fostered participation through Q&A sessions, discussions, and task completion. The study concludes that projectors serve not merely as display aids but as pedagogical tools that help teachers create a more dynamic PAI learning environment. Consequently, schools need to strengthen equipment readiness, enhance teachers' digital literacy, and improve the curation of visual media to ensure PAI instruction remains engaging, meaningful, and aligned with the characteristics of elementary school students.