Penerapan Model Inquiry Based Learning pada Pembelajaran PAI Berbasis Kurikulum Merdeka

Abstract

This research is motivated by the importance of selecting an appropriate learning model for each subject, particularly in Islamic Religious Education (PAI). In the learning process, teachers still tend to be the central focus while students simply listen. The researcher became interested in the learning approach used at SMP Negeri 1 Buaran, which implements the inquiry-based learning model. This is further supported by activities such as observing pictures and group discussions that align with the principles of inquiry-based learning. The purpose of this research is to describe the implementation and identify the supporting and inhibiting factors of the inquiry-based learning model in PAI instruction based on the Merdeka curriculum for Grade VII at SMP Negeri 1 Buaran, Pekalongan Regency. This type of research is field research using a descriptive qualitative approach. Data collection techniques include observation, interviews, and documentation. The data analysis technique uses non-statistical analysis. The results of this study show that the implementation of the inquiry-based learning model in PAI instruction based on the Merdeka curriculum for Grade VII at SMP Negeri 1 Buaran, Pekalongan Regency, consists of three stages: planning, implementation, and evaluation. In the implementation stage, there are four steps: formulating questions or problems, proposing hypotheses or preliminary answers, testing the hypotheses, and drawing conclusions. The supporting factors in implementing the inquiry-based learning model in Islamic Religious Education include internal factors such as the activeness and enthusiasm of the students, and external factors such as the existing curriculum and adequate facilities and infrastructure. The inhibiting factors include internal issues, such as 10% of students being less active and less motivated, and external challenges, such as insufficient allocated time.