Implementation of the 2013 Scientific Curriculum Learning Strategy on Islamic Religious Subjects in State Elementary Schools III 101765 Bandar Setia

Arlina, Arlina and Annisa, Mutia and Zannah, Nur and Hamdani, Zaidan (2026) Implementation of the 2013 Scientific Curriculum Learning Strategy on Islamic Religious Subjects in State Elementary Schools III 101765 Bandar Setia. Al-Tarbiyah: Jurnal Ilmu Pendidikan Islam, 4 (1). pp. 58-70. ISSN e-ISSN : 2988-2265; p-ISSN : 2988-2257

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Abstract

This study aims to describe the implementation of scientific learning strategies in the 2013 Curriculum in Islamic Religious Education and its impact on the activeness of third-grade students at SD Negeri 101765 Bandar Setia. This research employed a qualitative approach with a phenomenological design. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The results indicate that the application of scientific learning steps (5M), namely observing, questioning, collecting information, associating, and communicating, effectively enhances students’ activeness in asking questions, participating in discussions, and communicating learning outcomes. The learning process becomes more interactive, enjoyable, and meaningful. However, several challenges remain, including limited instructional time, differences in students’ literacy abilities, and less conducive classroom conditions. Therefore, more structured lesson planning and adaptive learning strategies are required to achieve optimal learning outcomes in Islamic Religious Education.

Jenis Item: Artikel
Uncontrolled Keywords: 2013 Curriculum; Islamic Religious Education; Scientific Learning; Student Activeness; Qualitative Research.
Subjects: 300 Social sciences > 370 Education > 375 Curriculums
Divisions: Artikel (Jurnal, Koran, Majalah)
Pengguna yang mendeposit: Ms Novita Sari
Date Deposited: 16 Sep 2026 03:50
Last Modified: 16 Sep 2026 03:50
URI: http://repository.uinsu.ac.id/id/eprint/26698

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