<![CDATA[Islamic Religious Education (IRE) learning in elementary schools requires approaches that encourage students’ active engagement. Although previous studies have examined the implementation of scientific approaches in IRE, limited attention has been given to how such approaches operate in classrooms characterized by diverse foundational literacy skills and varying levels of family support. This study aims to describe the implementation of the scientific approach in IRE learning, identify qualitative indicators of students’ learning interest, and analyze contextual barriers affecting its implementation in Grade 5 at SDN 2 Telaga Waru. This study employed a qualitative phenomenological design. Data were collected through classroom observations, interviews with the IRE teacher, homeroom teacher, and selected students, as well as school documentation. Data were analyzed through data reduction, data display, and conclusion drawing/verification, with credibility strengthened through source and technique triangulation. The findings show that the scientific approach was implemented through observing contextual phenomena, questioning, information gathering, reasoning, and communicating learning outcomes. Students’ learning interest was indicated by attention to learning materials, curiosity, willingness to answer questions, participation in classroom activities, and efforts to seek information. However, learning experiences were not equally accessible to all students due to differences in foundational literacy and numeracy skills and limited family support. The findings highlight that scientific approach implementation in elementary IRE should be supported by differentiated instruction, foundational literacy reinforcement, multisensory learning media, and school–family collaboration to promote more inclusive learning participation. ABSTRAK Pembelajaran Pendidikan Agama Islam (PAI) di sekolah dasar memerlukan pendekatan yang mampu mendorong keterlibatan aktif siswa. Meskipun berbagai penelitian telah membahas penerapan pendekatan saintifik dalam PAI, kajian yang mengungkap bagaimana pendekatan tersebut berlangsung pada kelas yang memiliki keragaman kemampuan literasi dasar dan dukungan keluarga masih terbatas. Penelitian ini bertujuan untuk mendeskripsikan implementasi pendekatan saintifik dalam pembelajaran PAI, mengidentifikasi indikator minat belajar siswa, serta menganalisis hambatan yang memengaruhi penerapannya pada kelas V SDN 2 Telaga Waru. Penelitian ini menggunakan pendekatan kualitatif dengan desain fenomenologis. Data diperoleh melalui observasi pembelajaran, wawancara dengan guru PAI, wali kelas, dan siswa terpilih, serta dokumentasi sekolah. Data dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan/verifikasi dengan penguatan kredibilitas melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa pendekatan saintifik diterapkan melalui kegiatan mengamati fenomena kontekstual, menanya, mencari informasi, menalar, dan mengomunikasikan hasil belajar. Minat belajar siswa terindikasi melalui perhatian terhadap materi, rasa ingin tahu, keberanian menjawab, partisipasi dalam kegiatan pembelajaran, dan kemauan mencari informasi. Namun, penerapan pendekatan ini belum memberikan pengalaman belajar yang merata karena sebagian siswa menghadapi hambatan literasi dan numerasi dasar serta keterbatasan dukungan keluarga. Temuan penelitian menegaskan bahwa implementasi pendekatan saintifik dalam PAI sekolah dasar perlu didukung oleh diferensiasi pembelajaran, penguatan literasi dasar, penggunaan media multisensori, dan kolaborasi sekolah–keluarga agar pembelajaran lebih inklusif.]]>
