Enhancing Islamic Religious Education through Active Learning
Keywords:
Active Learning, Islamic Religious Education , Student Engagement, Contextual Teaching and Learning, , Higher-Order Thinking Skills, Experiential LearningAbstract
This study examines the use of active learning as a pedagogical strategy for enhancing Islamic Religious Education (IRE). The article is grounded in the need to improve the quality of religious learning that is often constrained by teacher-centered instruction, limited student participation, and insufficient opportunities for reflective practice. Using a qualitative descriptive design, the study explores classroom practices, teacher perspectives, and instructional documents related to the implementation of active learning in IRE. Data were collected through observation, interviews, and documentation, and were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that active learning enhances IRE through six interrelated strategies: learning by doing, contextual teaching and learning, higher-order thinking skills, experiential learning, digital game-based learning, and cooperative techniques such as peer teaching, card sorting, team quizzes, and the power of two. These strategies contribute to more participatory, reflective, and meaningful learning by strengthening students’ critical thinking, collaboration, communication, spiritual awareness, and practical application of Islamic values. The study also identifies several challenges, including limited teacher training, varied student readiness, time constraints, and uneven institutional support. It concludes that active learning can transform IRE from a content-delivery subject into a student-centered, value-oriented, and life-relevant learning experience when supported by teacher capacity-building, contextualized curriculum design, and adequate learning infrastructure.
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