This study aims to analyze the role of school principals as instructional leaders in improving the quality of digital-based learning at SD Islam Al-Azhar 25 Semarang. The method used is a descriptive qualitative approach with phenomenological design. Data was collected through in-depth interviews, participatory observations, and documentation of principals, teachers, and education staff. Data analysis is carried out using thematic analysis techniques through the stages of data reduction, data presentation, and conclusion drawn, and supported by triangulation and member checking to ensure data validity. The results of the study revealed four main findings: (1) school principals carry out the role of instructional leadership comprehensively through annual program-based planning, academic and clinical supervision, and continuous professional development; (2) the implementation of digital learning takes place systematically using the Google Classroom platform and smartboard devices integrated into the curriculum; (3) digital learning has been proven to increase student involvement, motivation, and learning comfort; (4) The success of implementation is determined by the synergy between the principal's leadership, teacher readiness, and infrastructure support. The main inhibiting factors include the digital competency gap between teachers and the potential for misuse of gadgets by students. This study confirms that the quality of instructional leadership of school principals is positively correlated with the success of the implementation of meaningful digital learning.