Quality Improvement in Islamic Religious Education through Active Learning
Kata Kunci:
Active Learning, Islamic Religious Education, Quality Improvement, Contextual Teaching and Learning, Higher-Order Thinking Skills, Experiential LearningAbstrak
This study examines quality improvement in Islamic Religious Education (IRE) through the
implementation of active learning. The study is grounded in the need to reduce the gap between
curriculum expectations and classroom realities, particularly the continued dominance of teacher-
centered instruction in religious education. Active learning is positioned as a pedagogical strategy
that strengthens student participation, reflective understanding, collaboration, and the
internalization of Islamic values.
Using a qualitative descriptive approach, data were obtained through classroom observations,
in-depth interviews with IRE teachers, and documentation of instructional planning and
assessment practices at Al-Bahra Islamic Senior High School, Jeneponto. The data were analyzed
through reduction, display, and conclusion drawing, with triangulation used to strengthen
credibility.
The findings show that quality improvement in IRE is supported by six active learning
strategies: learning by doing, contextual teaching and learning, higher-order thinking skill
activities, experiential learning, digital game-based learning, and cooperative techniques such as
peer teaching, card sorting, team quizzes, and power of two. These strategies improve classroom
interaction, student motivation, critical thinking, collaborative behavior, and spiritual awareness.
However, the study also identifies challenges related to teacher readiness, student learning habits,
limited facilities, and the need for stronger institutional support. The study concludes that active
learning improves the quality of IRE when it is planned contextually, facilitated reflectively, and
evaluated holistically.
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