Enhancing the Quality of Islamic Religious Education through Active Learning

Abstrak

This study examines the role of active learning strategies in enhancing the quality of Islamic Religious Education (IRE) learning. The article was revised from an earlier quantitative manuscript and redirected to the issue of active learning as a pedagogical pathway for improving students' participation, moral understanding, religious engagement, and classroom learning quality. A quantitative correlational approach was maintained, involving 67 student respondents selected through total sampling. Data were collected using validated questionnaires and analyzed through descriptive statistics, simple linear regression, t-test, and the coefficient of determination. The findings show that active learning strategies obtained a mean score of 3.92, indicating that participatory learning practices were implemented in a good category. The quality of Islamic Religious Education learning obtained a mean score of 4.09, also categorized as good. The regression analysis produced the equation Y = 26.137 + 0.629X, with a t-count of 7.376, higher than the t-table of 1.669, and a significance value of 0.000. The coefficient of determination was 0.456, indicating that active learning strategies contributed 45.6% to the improvement of IRE learning quality, while 54.4% was influenced by other factors. These results confirm that active learning is not merely a classroom technique but a strategic pedagogical orientation that improves the quality of Islamic education by strengthening interaction, reflection, empathy, value clarification, and student responsibility. The study recommends that Islamic education teachers continuously develop active, contextual, collaborative, and value-based instructional designs to foster meaningful religious learning.