TEACHERS' INSTRUCTIONAL STRATEGIES FOR PROMOTING STUDENTS' LEARNING ENGAGEMENT IN AQIDAH AKHLAK EDUCATION
A QUALITATIVE CASE STUDY AT MADRASAH ALIYAH NURUL IMAN, JAMBI CITY
DOI:
https://doi.org/10.30868/ei.v15i03.10750Keywords:
Learning engagement, instructional strategies, Aqidah Akhlak, Islamic Religious Education, active learningAbstract
Students' learning engagement is an important indicator of effective Islamic Religious Education learning, as it is related to students' involvement, understanding, and learning outcomes. However, differences in students' academic abilities and individual characteristics often pose challenges for teachers in creating active and meaningful learning experiences. This study aims to analyze Aqidah Akhlak teachers' instructional strategies for promoting students' learning engagement at Madrasah Aliyah Nurul Iman Ulu Gedong, Jambi City, Indonesia, while also identifying supporting factors, inhibiting factors, and teachers' efforts to address learning challenges. This study employed a qualitative approach with a case study design. Data were collected through classroom observations, semi-structured interviews, and document analysis involving Aqidah Akhlak teachers, the madrasah principal, and students selected through purposive sampling. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing, while data trustworthiness was ensured through source triangulation, methodological triangulation, and member checking. The findings reveal that teachers implemented interactive lectures, question-and-answer activities, and group discussions as an integrated sequence of instructional strategies. This sequence was observed to support students' participation, communication, and critical thinking by providing conceptual scaffolding, opportunities for comprehension checking and dialogue, and collaborative knowledge construction. Supporting factors included positive teacher–student interactions and variations in instructional methods, while the main challenges were differences in students' academic abilities and individual characteristics. Teachers addressed these challenges through instructional variation, motivational support, and regular evaluation. The study concludes that students' learning engagement is supported by the systematic integration of multiple active learning strategies adapted to students' characteristics rather than by reliance on a single instructional method.
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