Strategies of Islamic Education Teachers in Enhancing Students' Learning Interest
DOI:
https://doi.org/10.35723/jie.v10i2.711Keywords:
Islamic Education, Teacher Strategies, Learning Interest, Contextual LearningAbstract
This study aims to explore the strategies used by Islamic Religious Education teachers to enhance students’ interest in learning at SMP Negeri 5 Sojol, a coastal school with limited resources. Using a qualitative approach with an intrinsic case study design, data were collected through participatory observation, in-depth semi-structured interviews with Islamic Religious Education teachers and students, and documentation of learning materials. Data analysis employed Miles' interactive model with stages of data condensation, data presentation, and conclusion drawing. In contrast, data validity was maintained through source and method triangulation, member checking, and an audit trail. The research findings identified ten integrated strategies implemented by Islamic Religious Education teachers, including active student engagement, icebreaking, consistent motivation, cooperative learning, practice demonstration, exemplary conduct and habituation, creative, simple media, formative evaluation, collaboration with parents and community, and differentiated learning. These strategies successfully stimulated students' learning interest, as evidenced by high enthusiasm, active participation, consistent learning, effective time management, strong curiosity, seriousness in completing assignments, positive behavioral changes, and strong self-reflection. This research has limitations, including its single-case focus and context-specific findings, which may not be directly generalizable to other settings. The originality of this study lies in revealing how pedagogical creativity and contextual understanding can compensate for limited facilities in coastal schools, challenging the assumption that adequate infrastructure is a prerequisite for quality education. This research provides theoretical contributions by demonstrating that pedagogical creativity and contextual understanding are more determinative of learning success than facility availability, and practical contributions to achieving SDGs 4 and 10 through an inclusive learning strategy model applicable to schools with limited resources to narrow the educational quality gap between urban and rural areas.
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