Exploring Pedagogical Innovations to Address Low Student Interest in Islamic Religious Education at Islamic Senior High School

Muhammad Saddam  Husain; Ali Murtadho; Didik Wahyudi

doi:10.51574/ijrer.v5i4.5341

Authors

Muhammad Saddam Husain Universitas Islam Negeri Raden Intan Lampung
Ali Murtadho Universitas Islam Negeri Raden Intan Lampung
Didik Wahyudi Universitas Islam Negeri Raden Intan Lampung

Keywords:

Digital Culture, Islamic Religious Education, Pedagogical Innovation, Qualitative Case Study, Student Interest

Abstract

Islamic Religious Education (IRE) is pivotal in shaping students’ moral character, yet educators struggle to sustain engagement among digital-native adolescents. This qualitative case study explored pedagogical innovations implemented by IRE teachers to address low learning interest among eleventh-grade students at SMA Islam El Syihab, Bandar Lampung, Indonesia, examining student responses, pedagogical challenges, and coping strategies. Data were gathered through classroom observations, in-depth interviews with teachers and students, and documentation, and then analyzed using an interactive model (data condensation, display, and conclusion drawing) with source and method triangulation ensuring credibility. The findings reveal that teachers integrated active-learning methods (group discussions, case studies, collaborative projects), digital tools (PowerPoint, Canva, YouTube, Kahoot!), and reward-based quizzes, explicitly linking content to contemporary adolescent experiences. These innovations enhanced student attention, participation, and enthusiasm, though outcomes varied due to differing comprehension speeds, fluctuating concentration, and limited instructional time. Teachers mitigated these challenges through adaptive grouping, diverse visual media, and interactive activities. This study concludes that continuous, contextual, and learner-sensitive pedagogical innovation effectively fosters student interest, offering a holistic account of innovation beyond rigid, single-model frameworks. Future research should quantitatively examine the comparative effectiveness of specific innovation models on learning outcomes at a broader scale.

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