Vol. 8 No. 1 (2026): January

This study aims to analyze the implementation of Direct
Instruction in IRE for students with intellectual disabilities
at SLB YPAC West Sumatra. Using a descriptive qualitative
field research design, data were collected through classroom
observations, in-depth interviews with school principals,
teachers, and students, and document analysis. The findings
reveal that Direct Instruction, implemented in a structured,
explicit, and gradual manner, is effective in improving
students??? understanding of basic religious concepts,
practical worship skills (such as ablution and prayer), and
religious attitudes, as well as enhancing active participation.
The strategy also facilitates authentic, practice-based
assessment aligned with students??? learning characteristics.
This study contributes to the development of IRE in
special education by offering an adaptive and contextual
instructional model that integrates Direct Instruction with
Islamic educational values. The findings provide both
theoretical insights and practical implications for teachers
and institutions in designing more inclusive, effective, and
meaningful learning for students with intellectual
disabilities.

This study used a descriptive qualitative field research
method. Data were collected through observation,
interviews with teachers and school leaders, and
documentation. The results show that Collaborative
Learning was implemented through structured planning,
including identifying student needs, selecting learning
materials, and setting learning objectives. The learning
process was carried out in three stages: introduction,
main activities, and closing. Students worked in groups,
discussed tasks, and presented their results, while the
teacher acted as a facilitator.
Evaluation covered cognitive, affective, and psychomotor
aspects, focusing on both learning outcomes and the
learning process. The findings indicate that this model
improves student participation, confidence, social skills,
and understanding of Aqidah Akhlaq values. Supporting
factors include student enthusiasm, contextual materials,
and school support, while challenges include unequal
participation, limited time, and differences in student
ability.
This study shows that Collaborative Learning is an
effective and meaningful approach for improving Aqidah
Akhlaq learning in pesantren settings.

The Merdeka Belajar Curriculum was introduced to provide greater flexibility in the learning process, with a strong emphasis on fostering students??? creativity. This study aims to exlore how the Merdeka Belajar Curriculum enhances students??? creativity in Islamic Religious Education (PAI) learning at SMK Harapan Bangsa Panti, Pasaman, and to provide recommendations for further improvement.

This research employs a descriptive qualitative approach, with data collected through observation, interviews, and documentation. The key informants include PAI teachers and Grade XI TP students. The findings reveal that well-structured planning, systematic implementation using Project-Based Learning (PjBL) and Team-Based Learning (TBL), as well as continuous evaluation, successfully enhance students??? creativity in PAI learning. The use of innovative learning media also contributes significantly to increasing student participation and engagement.

This study provides important insights into Islamic Religious Education at the vocational level, offering recommendations for improving teacher training, utilizing more varied instructional media, and implementing more integrated evaluation systems to further support the development of students??? creativity.

This study aims to examine the effect of achievement motivation on students??? learning activities in Akidah Akhlak instruction. The research employed a quantitative approach using correlational ex post facto design. The population consisted of all Grade VIII students at MTs Swasta Al-Falah in the 2024/2025 academic year, totaling 100 students, of whom 90 were included as research respondents using a total sampling technique after instrument testing. Data were collected through structured Likert-scale questionnaires measuring achievement motivation and learning activities and were analyzed using descriptive statistics and simple linear regression. The results indicate that students??? achievement motivation and learning activities are both categorized as high, and regression analysis shows that achievement motivation has a positive and statistically significant effect on learning activities. These findings imply that strengthening students??? achievement motivation can support more active engagement in Akidah Akhlak learning. The study contributes to understanding motivational factors in Islamic moral education and suggests that instructional strategies should integrate motivational and value-based approaches to enhance meaningful learning.

This study was motivated by the low learning achievement of fourth-grade students in Islamic Religious Education at SD Sabbihisma 04 Padang. Preliminary data showed that only 9 out of 24 students, or 37.5%, achieved the minimum mastery criterion of 75. This condition was influenced by the dominance of conventional teaching methods, such as lecturing, question-and-answer activities, and note-taking assignments, which made students less active, easily bored, and less engaged in the learning process. The purpose of this study was to examine the effectiveness of the Jigsaw cooperative learning model in improving students??? learning achievement in Islamic Religious Education. This research employed Classroom Action Research conducted in two cycles, consisting of planning, implementation, observation, and reflection stages. Data were collected through observation, tests, interviews, and documentation, then analyzed using qualitative and quantitative approaches. The findings revealed a significant improvement in students??? learning mastery, from 37.5% in the preliminary stage to 83.3% in Cycle I and 95.9% in Cycle II. These results indicate that the Jigsaw model can enhance students??? activeness, cooperation, responsibility, and understanding. The implication is that the Jigsaw model can be used as an effective, active, and collaborative learning strategy for Islamic Religious Education in elementary schools.