Enhancing Students' Understanding of Islamic Cultural History Through Inquiry-Based Learning at SP Muadalah Tsanawiyah Pesantren Musthafawiyah

Abstract

This research aims to explore the implementation of Inquiry-Based Learning (IBL) in improving students' understanding of Islamic Cultural History (SKI) at SP Muadalah Tsanawiyah Pesantren Musthafawiyah. The study focuses on how the IBL model can foster critical thinking, curiosity, and deeper engagement with the subject matter among students. In this qualitative study, the researcher employed a classroom action research approach involving a series of interventions designed to enhance the learning experience in the context of SKI. The primary objective was to assess how IBL, through questioning and investigation, can encourage active participation and independent learning in the subject of Islamic Cultural History.

The research process was carried out in three cycles, where each cycle involved planning, action, observation, and reflection. Data was collected through observation, interviews, and student performance assessments. The findings indicated that the IBL approach significantly improved students' ability to analyze and understand historical events, as well as their ability to connect these events to contemporary issues. Students showed increased interest in the subject, with a higher level of engagement during discussions and activities. The results also revealed that the teacher's role as a facilitator in guiding students' inquiry-based activities was essential in the success of the learning process.

This study concludes that Inquiry-Based Learning is an effective method for enhancing students' understanding of Islamic Cultural History, fostering critical thinking, and encouraging active learning. It is recommended that IBL be further implemented in the curriculum to create a more dynamic and student-centered learning environment.