<![CDATA[The rapid development of student-centered learning has positioned active learning as an important approach in Islamic Religious Education (Pendidikan Agama Islam/PAI) to promote meaningful learning through students' active participation. This study examines the implementation of active learning strategies, forms of student participation, supporting and inhibiting factors, and teachers' efforts to address instructional challenges at SMP Negeri 07 Pangkalan Kuras. A qualitative descriptive approach was employed, with data collected through observations, interviews with Islamic Religious Education teachers, the principal, and students, as well as documentation, and analyzed using the Miles, Huberman, and Saldaña interactive model. The findings indicate that active learning was implemented through systematic planning, classroom activities, and evaluation by integrating group discussions, problem-based learning, interactive questioning, presentations, and reflection. These strategies enhanced students' cognitive, verbal, social, and emotional participation. Their implementation was supported by teachers' pedagogical competence, learning media, student motivation, school facilities, and institutional support. However, differences in students' academic abilities, limited self-confidence, and restricted instructional time remained significant challenges. Teachers addressed these constraints through heterogeneous grouping, positive reinforcement, ice-breaking activities, guiding questions, digital learning media, and reflective practices. Overall, the study concludes that active learning contributes to creating a more participatory, collaborative, and student-centered Islamic Religious Education classroom.]]>
