The Role of Instructional Planning in Enhancing the Quality of Islamic Religious Education Learning at SDN 176 Belajen
DOI:
https://doi.org/10.56404/jels.v6i1.322Keywords:
Learning Planning, Learning Quality, Islamic Religious EducationAbstract
his study examines three main aspects: (1) the planning of Islamic Religious Education (IRE) learning at SDN 176 Belajen, Alla District, Enrekang Regency; (2) the quality of IRE learning at the school; and (3) the implications of learning planning in building the quality of IRE learning. The purpose of this study is to analyze learning planning, assess the quality of learning, and identify the implications of learning planning in improving the quality of Islamic Religious Education learning at SDN 176 Belajen. This research employs a qualitative approach with pedagogical, juridical, sociological, and psychological perspectives. The study was conducted over three months at SDN 176 Belajen, Alla District, Enrekang Regency. Primary data sources consisted of the principal, Islamic Religious Education teachers, and school operators, while secondary data were obtained from school documents, articles, journals, and related literature. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The results of the study indicate that Islamic Religious Education learning planning at SDN 176 Belajen has been implemented in an adaptive and practical manner through the preparation of lesson plans that are flexible and responsive to classroom conditions and student characteristics. However, improvements are still needed in the use of learning media and the documentation of assessment results. The quality of student learning is generally categorized as fairly good, particularly in the habituation of religious attitudes and practical learning activities, although students still experience difficulties in understanding conceptual material. Overall, systematic learning planning has positive implications for increasing student activeness, understanding, and the formation of religious character. This study contributes to the literature by demonstrating how systematic instructional planning supports not only academic achievement but also the development of students’ religious character in elementary Islamic Religious Education.
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