Enhancing Islamic Religious Education through Inquiry-Based Learning: A Case Study at RA Muslimat NW Sayang Sayang

Abstract

This research aims to explore the implementation of Inquiry-Based Learning (IBL) in improving the understanding of Islamic Religious Education (PAI) at RA Muslimat NW Sayang Sayang. Islamic Religious Education plays a vital role in shaping students’ moral and spiritual development, particularly in early childhood education settings. However, traditional teaching methods, which mainly focus on memorization and passive learning, have been shown to limit students' ability to critically engage with religious texts and teachings. In response to this, Inquiry-Based Learning was introduced as a student-centered approach, encouraging students to ask questions, explore, and discover deeper meanings of Islamic teachings.

This study uses a Classroom Action Research (CAR) design, which consists of two cycles: planning, action, observation, and reflection. The research involves a combination of qualitative and quantitative data, including classroom observations, student interviews, and performance assessments. The study's findings highlight a significant improvement in students’ engagement, understanding, and appreciation of Islamic values. Through IBL, students became more active participants in their learning, asking relevant questions, discussing religious concepts, and applying their learning in everyday life. Additionally, teachers’ roles shifted from being sole providers of information to facilitators guiding students through their inquiry process.

The study concludes that Inquiry-Based Learning can be an effective method for enhancing the quality of Islamic Religious Education in early childhood settings. It provides students with opportunities to critically engage with religious teachings, fostering both cognitive and spiritual growth. The research also identifies the challenges and strategies for implementing IBL effectively in religious education, offering valuable insights for educators in similar contexts.