Pedagogical Strategies For Improving Student Concentration In Islamic Education Classes At Mts Amaliyah Secanggang - Vikri; Rabitah Hanum Hasibuan (The Islamic Education and Multiculturalism Foundation, 2026)
Abstrak Rendahnya konsentrasi belajar siswa dalam pembelajaran Pendidikan Agama Islam masih menjadi persoalan penting di madrasah karena berpengaruh terhadap keterlibatan, pemahaman, dan internalisasi nilai-nilai keagamaan. Kajian yang secara khusus menelaah hubungan pendekatan pedagogis guru dengan pengembangan konsentrasi belajar siswa pada konteks madrasah masih relatif terbatas. Penelitian ini bertujuan untuk mendeskripsikan pendekatan pedagogis yang digunakan guru Pendidikan Agama Islam dalam mengembangkan konsentrasi belajar siswa kelas IX di MTs Amaliyah Secanggang. Penelitian ini menggunakan pendekatan kualitatif dengan desain deskriptif. Partisipan penelitian terdiri atas 5 guru Pendidikan Agama Islam dan 40 siswa kelas IX. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, lalu dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa konsentrasi belajar siswa didukung oleh penerapan pembelajaran aktif, pendekatan kontekstual, variasi metode dan media pembelajaran, serta penguatan aspek spiritual-emosional dalam proses belajar. Selain itu, keteladanan guru dan pengelolaan kelas yang efektif berkontribusi pada terciptanya suasana belajar yang kondusif sehingga siswa lebih fokus selama pembelajaran berlangsung. Temuan ini menegaskan pentingnya strategi pedagogis yang interaktif, adaptif, dan berpusat pada siswa dalam meningkatkan konsentrasi belajar pada pembelajaran Pendidikan Agama Islam. Kata Kunci: Pendekatan Pedagogis; Konsentrasi Belajar; Pendidikan Agama Islam; Madrasah; Pengelolaan Kelas Abstract Low student concentration in Islamic Religious Education remains a significant challenge in madrasahs because it affects participation, comprehension, and the internalization of religious values. Studies that specifically examine how teachers’ pedagogical approaches contribute to the development of student concentration in the madrasah context remain limited. This study aims to describe the pedagogical approaches used by Islamic Religious Education teachers to develop the concentration of ninth-grade students at MTs Amaliyah Secanggang. The study employed a qualitative approach with a descriptive design. The participants consisted of 5 Islamic Religious Education teachers and 40 ninth-grade students. Data were collected through observation, interviews, and documentation, and were analyzed through data reduction, data display, and conclusion drawing. The findings show that student concentration is supported by the implementation of active learning, contextual teaching, variation in teaching methods and media, and the reinforcement of spiritual-emotional aspects during instruction. In addition, teacher role modeling and effective classroom management contributed to a more conducive learning atmosphere, enabling students to remain more focused during lessons. These findings highlight the importance of interactive, adaptive, and student-centered pedagogical strategies in improving concentration in Islamic Religious Education classes. Keywords: Pedagogical Strategies; Learning Concentration; Islamic Religious Education; Madrasah; Classroom Management