<![CDATA[This study aims to analyze the implementation of Focus Group Discussions (FGDs) in Islamic Religious Education (PAI) learning and its contribution to strengthening the religious competence of students at SMK Negeri 1 Tarano. PAI learning at the vocational high school level still faces the challenge of low student engagement, so more interactive and collaborative strategies are needed. This study used a descriptive qualitative approach involving PAI teachers and 25 grade XI students as participants. Data were collected through observation, interviews, documentation, and competency assessment using cognitive, affective, and psychomotor rubrics. The results showed that the implementation of FGDs significantly increased student engagement, characterized by an active participation rate of 80–88%, the ability to express opinions of 77–83%, and social interaction of 75–81%. Improvements in religious competence were also seen in the cognitive (78–85%), affective (75–82%), and psychomotor (74–80%) aspects. Qualitative findings showed that the small group atmosphere, social closeness, and targeted teacher moderation contributed positively to the smooth discussion, while time constraints were the main obstacles. Overall, the FGDs were effective in deepening understanding, increasing students' confidence in speaking, and encouraging internalization of religious values. This research provides a practical contribution to the development of dialogue- and collaboration-based Islamic Religious Education (PAI) learning models. However, further research is needed with a wider range of schools and duration to strengthen the generalizability of the findings.ABSTRAKPenelitian ini bertujuan menganalisis implementasi Focus Group Discussion (FGD) dalam pembelajaran Pendidikan Agama Islam (PAI) serta kontribusinya terhadap penguatan kompetensi keagamaan siswa SMK Negeri 1 Tarano. Pembelajaran PAI di tingkat SMK masih menghadapi tantangan rendahnya keterlibatan siswa, sehingga diperlukan strategi yang lebih interaktif dan kolaboratif. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan melibatkan guru PAI dan 25 siswa kelas XI sebagai partisipan. Data dikumpulkan melalui observasi, wawancara, dokumentasi, dan penilaian kompetensi menggunakan rubrik kognitif, afektif, dan psikomotorik. Hasil penelitian menunjukkan bahwa implementasi FGD mampu meningkatkan keterlibatan siswa secara signifikan, ditandai oleh tingkat partisipasi aktif 80–88%, kemampuan menyampaikan pendapat 77–83%, serta interaksi sosial 75–81%. Peningkatan kompetensi keagamaan juga terlihat pada aspek kognitif (78–85%), afektif (75–82%), dan psikomotorik (74–80%). Temuan kualitatif memperlihatkan bahwa suasana kelompok kecil, kedekatan sosial, dan moderasi guru yang terarah berkontribusi positif terhadap kelancaran diskusi, sementara keterbatasan waktu menjadi hambatan utama. Secara keseluruhan, FGD efektif dalam memperdalam pemahaman, meningkatkan keberanian berbicara, dan mendorong internalisasi nilai-nilai keagamaan siswa. Penelitian ini memberikan kontribusi praktis bagi pengembangan model pembelajaran PAI berbasis dialog dan kolaborasi, namun penelitian lebih lanjut diperlukan dengan cakupan sekolah dan durasi yang lebih luas untuk memperkuat generalisasi temuan.]]>
