Enhancing Students' Understanding of Islamic History through Inquiry-Based Learning: A Study at MTs. Muhammadiyah Pelattoang

Abstract

This Classroom Action Research (CAR) aims to enhance students' understanding of Islamic History (Sejarah Kebudayaan Islam, SKI) at MTs. Muhammadiyah Pelattoang by implementing the Inquiry-Based Learning (IBL) model. The research explores how IBL, which encourages active student participation through questioning, exploration, and critical thinking, can improve students' comprehension and engagement with the subject matter. The study focuses on the effectiveness of IBL in making Islamic History more relevant, interactive, and meaningful for students, thus fostering a deeper understanding of Islamic civilization and its cultural significance.

The study involves eighth-grade students at MTs. Muhammadiyah Pelattoang. Data is collected through observations, student interviews, and assessments before and after the implementation of the IBL model. The research is carried out in two cycles. In the first cycle, the focus is on introducing IBL strategies, including group discussions, research projects, and guided inquiry activities. In the second cycle, improvements are made based on feedback from students and observations, with a focus on refining teaching strategies and promoting further engagement.

The findings indicate that IBL increases students' interest and participation in SKI lessons, encourages independent learning, and enhances critical thinking skills. Students are more proactive in exploring Islamic history, asking questions, and discussing topics in depth. Additionally, the application of IBL fosters a more student-centered classroom environment where students take greater responsibility for their learning.

The study concludes that Inquiry-Based Learning is an effective pedagogical approach for teaching Islamic History at MTs. Muhammadiyah Pelattoang. It not only improves students’ academic performance but also deepens their appreciation of Islamic heritage.