<![CDATA[This study aimed to describe the implementation of the Contextual Teaching and Learning (CTL) approach with the questioning method in Islamic Religious Education at SMA Negeri 11 Muaro Jambi, as well as to identify its supporting and inhibiting factors and its impact on students. This study employed a qualitative descriptive approach. Data were collected through observations, interviews, and documentation involving Islamic Religious Education teachers and eleventh-grade students. Data analysis was conducted using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings revealed that the implementation of CTL with the questioning method was carried out through opening, core, and closing activities by connecting learning materials with students’ real-life experiences and encouraging active participation through contextual questions. Supporting factors included students’ enthusiasm, adequate learning facilities, school support, and positive reinforcement from teachers. Inhibiting factors consisted of limited instructional time, differences in students’ understanding levels, and diverse student characteristics. The implementation of CTL with the questioning method positively affected students’ activeness, self-confidence, critical thinking skills, understanding of learning materials, and learning outcomes. Therefore, this approach can create meaningful, interactive, and student-centered Islamic Religious Education learning.]]>
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