<![CDATA[This study aims to analyze teachers' perceptions of the application of active learning in Islamic Religious Education (PAI), its implementation in the learning process, and the various obstacles faced during its implementation. The research uses a descriptive qualitative approach by involving Islamic Religious Education teachers as research informants. Data was collected through in-depth interviews, observations, and documentation, then analyzed using thematic analysis techniques through data reduction, data presentation, and conclusion drawn. The results of the study show that teachers have a positive perception of active learning because they are able to create a more interactive, participatory learning atmosphere and increase student involvement in the learning process. The implementation of active learning is carried out through various strategies such as group discussions, worship practices, role play, simulations, and questions and answers that are considered effective in helping students understand PAI material more contextually. Active learning also has a positive impact on learning motivation, critical thinking skills, courage to express opinions, and students' social interactions. However, the implementation of active learning still faces various obstacles such as time constraints, heterogeneity of student abilities, classroom management, and teachers' readiness to implement appropriate learning strategies. This study confirms that the success of active learning is greatly influenced by perception, pedagogical competence, and the adaptive ability of teachers in adapting learning strategies to the characteristics of the material and the conditions of students. Thus, active learning in PAI needs to be understood as a flexible, contextual, and holistic student engagement oriented approach.]]>
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