<![CDATA[Islamic Religious Education (PAI) instruction still faces various challenges, including the predominance of the lecture method, low student engagement in the learning process, and the suboptimal application of the contextual approach, all of which result in students’ limited understanding of the material being taught. This study aims to describe the strategies used by Islamic Religious Education teachers in applying the contextual approach, identify the factors supporting and hindering its implementation, and analyze the solutions implemented to improve the understanding of eighth-grade students at SMPN 11 Tanjung Jabung Timur. This study employed a descriptive qualitative approach, with research subjects including Islamic Religious Education teachers, the school principal, teachers of related subjects, and eighth-grade students. Data were collected through observation, semi-structured interviews, and documentation, then analyzed using the Miles and Huberman interactive model, which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that teachers have implemented the contextual approach through seven main components: constructivism, inquiry, questioning, learning community, modeling, reflection, and authentic assessment. The implementation of these strategies is supported by the principal’s commitment, structured religious education programs, the sociocultural characteristics of the school environment, and increased student motivation to learn. The challenges faced included limited access to technology, heterogeneity in students’ prior knowledge, limited time allocated for learning, and a lack of family support. Solutions implemented included the use of offline learning materials, the implementation of peer tutoring, the reinforcement of reflection through portfolios, and the development of religious parenting programs to support more meaningful learning]]>
