The Transformation of Islamic Education Pedagogy: From Lecture-Dominated Teaching to Interactive Learning to Improve Student Concentration
DOI:
https://doi.org/10.24256/jiis.v5i2.10865Keywords:
Transformative Islamic Pedagogy, Interactive Learning, Student Engagement, Learning Concentration, Student Centered LearningAbstract
This study aims to analyze the pedagogical transformation of Islamic Religious Education (IRE) from the dominance of the lecture method toward interactive learning as an effort to improve student learning concentration at SMPIT Al-Ridwan. Previous studies have mostly discussed innovations in IRE learning methods, whereas research specifically linking the dominance of the lecture method to low student concentration and the pedagogical transformation toward interactive learning remains relatively limited. The study employed a descriptive qualitative approach conducted in 2026, involving one PAI teacher and 16 seventh-grade A students. Data were collected through observation, interviews, and documentation, then analyzed via data reduction, data presentation, and drawing conclusions. The results indicate that the dominance of the lecture method causes students to tend to be passive, easily bored, unfocused, and have low levels of participation. In response to these conditions, the teacher implemented interactive learning through group discussions, question-and-answer sessions, and audiovisual media, which encouraged more active student engagement. The findings reveal changes in learning behavior marked by increased attention, participation, and student engagement during the learning process. The novelty of this study lies in the analysis of the transformation of Islamic Education pedagogy from a teacher-centered approach to a student-centered approach as a strategy to address learning concentration issues. Theoretically, this study expands the discourse on Islamic Education pedagogy by demonstrating that students’ learning concentration is closely related to the pedagogical orientation applied by teachers in the learning process.
References
Aspers, P., & Corte, U. (2021). What is Qualitative in Research. Qualitative Sociology, 44(4), 599–608. https://doi.org/10.1007/s11133-021-09497-w
Aulia, F., & Toriqularif, M. (2025). MULTIMEDIA INTERAKTIF SEBAGAI MEDIA PEMBELAJARAN PADA PENDIDIKAN AGAMA ISLAM. Dar El-Ilmi : Jurnal Studi Keagamaan, Pendidikan Dan Humaniora, 12(1), 157–170. https://doi.org/10.52166/darelilmi.v12i1.10076
Balalle, H. (2024). Exploring student engagement in technology-based education in relation to gamification, online/distance learning, and other factors: A systematic literature review. Social Sciences & Humanities Open, 9, 100870. https://doi.org/10.1016/j.ssaho.2024.100870
Barr, W. B., Liu, A., Laduke, C., Nadkarni, S., & Devinsky, O. (2022). Religious conversion in an older male with longstanding epilepsy. Epilepsy & Behavior Reports, 18, 100524. https://doi.org/10.1016/j.ebr.2022.100524
Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers & Education, 151, 103819. https://doi.org/10.1016/j.compedu.2020.103819
Busetto, L., Wick, W., & Gumbinger, C. (2020). How to use and assess qualitative research methods. Neurological Research and Practice, 2(1), 14. https://doi.org/10.1186/s42466-020-00059-z
Chen, P.-S. D., Lambert, A. D., & Guidry, K. R. (2022). Engaging online learners: The impact of Web-based learning technology on college student engagement. Computers & Education, 54(4), 1222–1232. https://doi.org/10.1016/j.compedu.2009.11.008
De Bruijn-Smolders, M., & Prinsen, F. R. (2024). Effective student engagement with blended learning: A systematic review. Heliyon, 10(23), e39439. https://doi.org/10.1016/j.heliyon.2024.e39439
Faizin, M., Rahman, R. N., Labibah, S., Saharani, V. A., & Nabila, A. N. (2023a). Keterampilan Pendidik Abad 21 dalam Mengaplikasikan Pendekatan Student Centered Learning pada Mata Pelajaran Pendidikan Agama Islam. EL-BANAT: Jurnal Pemikiran Dan Pendidikan Islam, 13(1), 1–22. https://doi.org/10.54180/elbanat.2023.13.1.1-22
Faizin, M., Rahman, R. N., Labibah, S., Saharani, V. A., & Nabila, A. N. (2023b). Keterampilan Pendidik Abad 21 dalam Mengaplikasikan Pendekatan Student Centered Learning pada Mata Pelajaran Pendidikan Agama Islam. EL-BANAT: Jurnal Pemikiran dan Pendidikan Islam, 13(1), 1–22. https://doi.org/10.54180/elbanat.2023.13.1.1-22
Franco, D. C. (2022). 6—Gamification as an engagement, learning and interaction strategy for distance education in Mozambique. In U. G. Singh, C. S. Nair, C. Blewett, & T. Shea (Eds.), Academic Voices (pp. 71–81). Chandos Publishing. https://doi.org/10.1016/B978-0-323-91185-6.00010-0
Ghaemi Asl, M. (2025). An AI-optimized strategy for intelligent risk mapping of Islamic and conventional sustainable markets: Assessing the enduring dynamics of technological risk spillovers. Expert Systems with Applications, 296, 128945. https://doi.org/10.1016/j.eswa.2025.128945
Hairunisa, N. (2023). PEMBELAJARAN BERBASIS STUDENT-CENTERED LEARNING PADA MATERI PENDIDIKAN AGAMA ISLAM SISWA KELAS VIII MADRASAH TSANAWIYAH DARUL FALAH SUMBER AGUNG KECAMATAN BENGKUNAT KABUPATEN PESISIR BARAT. UNISAN JURNAL, 1(5), 241–250.
Hidayah, N., Romelah, R., & Hikmatulloh, H. (2024). Islamic Religious Education Learning Innovation Based on Student Centered Learning: A Study on Learning Fiqh Nisa’. Fitrah: Journal of Islamic Education, 5(2), 114–127. https://doi.org/10.53802/fitrah.v15i2.919
Jabar, R. A. (2025). Teori Belajar Sosial Albert Bandura dan Konstruktivisme Sosial Lev Vygotsky dalam Pembelajaran Pendidikan Agama Islam. Jurnal Pembelajaran, Bimbingan, Dan Pengelolaan Pendidikan, 5(12), 6–6. https://doi.org/10.17977/um065.v5.i12.2025.6
Kadafi, M., & Ulpah, M. (2023). Rethinking Student-Center Learning Approach in Indonesia’s Islamic Higher Education Curriculum: A Systematic Literature Review. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 21(3), 251–262. https://doi.org/10.32729/edukasi.v21i3.1384
Khakim, L., & Kunaepi, A. (2026). Student Centered Learning in Islamic Education: The Impact of Problem-Based Learning on Engagement and Achievement. Research Journal on Teacher Professional Development, 4(01), 93–110. https://doi.org/10.21580/rjtpd.v4i01.24880
Maghfiroh, W., & Muttaqin, A. I. (2025). The Relevance of Collaborative Learning in the Perspective of Lev Vygotsky’s Social Constructivism: A Literature Review. Journal of Islamic Education Research, 6(4), 377–392. https://doi.org/10.35719/jier.v6i4.518
Miles, M. B., & Huberman, A. M. (2022). Drawing Valid Meaning from Qualitative Data: Toward a Shared Craft. Educational Researcher, 13(5), 20–30. https://doi.org/10.3102/0013189X013005020
Mutmainnah, A., Bunyamin, A., Syahrul, M., Mustamin, & Wahab, A. (2025). PENERAPAN MULTIMEDIA PEMBELAJARAN INTERAKTIF DALAM MENINGKATKAN HASIL BELAJAR PENDIDIKAN AGAMA ISLAM SMP NEGERI 31 KOTA MAKASSAR. Pendas : Jurnal Ilmiah Pendidikan Dasar, 10(04), 233–241. https://doi.org/10.23969/jp.v10i04.38949
Recha, A. N., & Hidayati, N. (2026). Implementation Of The Zone Of Proximal Development (ZPD) In Vygotsky’s Theory | INDONESIAN JOURNAL OF EDUCATIONAL TECHNOLOGY. https://journal.unm.ac.id/index.php/IJET/article/view/8708?utm_source=chatgpt.com
Risana, F., Herlina, Hadi, A. I. M., Pratama, A., Rahmah, F., & Syafe’i, I. (2025). TRANSFORMASI METODE PEMBELAJARAN PENDIDIKAN AGAMA ISLAM: DARI KONVENSIONAL KE PENDEKATAN STUDENT-CENTERED LEARNING. Pendas : Jurnal Ilmiah Pendidikan Dasar, 10(01), 619–632. https://doi.org/10.23969/jp.v10i01.23618
Schweisfurth, M. (2021). Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning. International Journal of Educational Development, 40, 259–266. https://doi.org/10.1016/j.ijedudev.2014.10.011
Setyawan, A. (2018). Metode Pembelajaran PAI dengan Pendekatan Student Centered. An-Nahdhah | Jurnal Ilmiah Keagamaan Dan Kemasyarakatan, 11(1), 59–88.
Simon, P. D., Zeng, L. M., & Fryer, L. K. (2026). A systematic review of student engagement research in adaptive learning platforms. Computers and Education Open, 10, 100360. https://doi.org/10.1016/j.caeo.2026.100360
Trinova, Z. (2021). PEMBELAJARAN BERBASIS STUDENT-CENTERED LEARNING PADA MATERI PENDIDIKAN AGAMA ISLAM. Al-Ta lim Journal, 20(1), 324–335. https://doi.org/10.15548/jt.v20i1.28
Wang, L., van der Rijst, R., Wilfried, A., & de Jonge, M. (2026). Factors related to student engagement in blended learning in higher education: A narrative synthesis based on a systematic review. Computers & Education, 250, 105625. https://doi.org/10.1016/j.compedu.2026.105625
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2026 Siti Nurhayati, qbal Amar Muzaki, Ferianto Ferianto
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with the Journal of Indonesian Islamic Studies agree to the following terms:
- Authors have retained full articles copyright and grant the Journal of Indonesian Islamic Studies right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the Journal of Indonesian Islamic Studies published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see also deposit policy and archiving on page journal).
