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The expository learning strategy in Islamic Religious Education (PAI) remains relevant as a classical Islamic scholarly heritage but requires creative transformation to address digital-age challenges. This article examines the implementation of expository strategies through literature study, analyzing philosophical foundations, effectiveness, contemporary challenges, and innovation models. The research reveals that expository strategies are effective for normative PAI materials but face complex challenges including shifting cognitive patterns of digital natives, decentralization of knowledge authority, and technological disparities. Various innovative models (interactive, contextual, multimedia, reflective) offer solutions by integrating traditional expository strengths with modern approaches. The study concludes that successful implementation requires paradigmatic reconstruction through "pedagogical ijtihad" balancing Islamic scholarly authenticity with 21st-century learning needs. PAI teachers must master three core competencies: depth of religious knowledge, pedagogical sophistication, and technological literacy. 

State High School 4 Batang Hari found the phenomenon that the school has complete educational facilities, supported by Representative Classrooms, Counseling Guidance Room, Multimedia Room, Computer Laboratory, Science Laboratory, Sports Facilities and Prayer Room that supports the learning process. This research uses a qualitative descriptive approach, collecting data through observation, interviews, and documentation. The collected data is analyzed through the process of data reduction, presentation, and conclusion drawn. The results of the research findings show that the Principal Quality Leadership Experience has been applied by the Principal through various activities, namely having previous experience as a Deputy Principal in the curriculum field, always active in the activities of the Teacher Professional organization, having experience in forming teamwork in paying attention to and Have experience in improving the quality of education through the learning process.

Students are slow to memorize prayer readings because the learning methods used by teachers are still conventional. As a result, students are not interested in learning prayer readings. The objectives of this research are as follows: (1) create interactive learning media that can be used, easy to use, and suitable for individual learning; and (2) find out how effective the media is in teaching prayer. The Smart App Creator application is used to provide Android-based interactive media. Education must be able to develop the potential of every child in line with current developments in science and technology (IPTEK). Student potential can be developed according to the teacher's ability to manage learning. The material provided must be interesting and not make students bored.