Penerapan Strategi Active Learning Dalam Meningkatkan Efektifitas Pembelajaran Pendidikan Agama Islam di MI Ianatushibyan 1

Abstrak

This study aims to critically examine the implementation of the Active Learning strategy in enhancing the effectiveness of Islamic Religious Education (IRE) instruction at MI Ianatushibyan 1. The research is grounded in the growing urgency to reform traditional instructional practices, particularly within Islamic education, which has historically relied heavily on lecture-based and teacher-centered pedagogy. Such approaches often limit students’ cognitive engagement, emotional involvement, and practical application of Islamic values in daily life. In response, the Active Learning approach is employed as a transformative instructional paradigm designed to foster higher-order thinking, collaborative learning, meaningful engagement, and holistic development across cognitive, affective, and psychomotor domains. This qualitative research employed a naturalistic case study design. Data were collected using participant observation, in-depth interviews, and documentation analysis of instructional instruments and curriculum frameworks. The data analysis followed the interactive model developed by Miles, Huberman, and Saldana, which includes iterative processes of data reduction, coding, display, verification, and synthesis. The participants consisted of the IRE teacher, students from grades IV and V, the school principal, and other relevant educational stakeholders. To ensure trustworthiness, data were validated through methodological triangulation, source triangulation, and member checking, accompanied by researcher reflexivity to reduce interpretative biases during the analytical process. The findings demonstrated that the implementation of Active Learning significantly improved the effectiveness of IRE learning. Students exhibited higher learning motivation, increased participation, enhanced conceptual understanding, and demonstrated improved religious behavior in classroom and school routines. Instructional strategies such as role play, think-pair-share, learning by doing, and cooperative learning facilitated interactive and meaningful learning experiences. Despite these promising outcomes, several challenges emerged, including variability in student learning readiness, limited pedagogical mastery among teachers, constrained learning resources, and time allocation concerns. Nonetheless, the study concludes that Active Learning represents a highly relevant, empirically supported, and pedagogically sound approach for strengthening Islamic religious instruction in primary Islamic schools within the context of contemporary educational demands.