<![CDATA[This study aims to describe the implementation of the RADEC (Read, Answer, Discuss, Explain, Create) learning method in Al-Qur'an Hadith subjects and identify the supporting and inhibiting factors affecting its implementation at SMP Muhammadiyah Grogol, Weru District, Sukoharjo Regency. This research employed a descriptive qualitative approach. Data were collected through classroom observations, in-depth interviews, and documentation involving the principal, Al-Qur'an Hadith teacher, and students. Data validity was ensured through source and technique triangulation, while data were analyzed using the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing. The findings indicate that the RADEC learning method has been implemented systematically through five learning stages: Read, Answer, Discuss, Explain, and Create. The implementation successfully increased students' participation, learning motivation, communication skills, critical thinking, and understanding of Al-Qur'an Hadith materials. Supporting factors include school policy, teacher commitment, students' enthusiasm, and a conducive religious environment. Meanwhile, the inhibiting factors involve limited instructional time, inadequate digital facilities, differences in students' literacy abilities, and the limited availability of professional training regarding RADEC implementation. This study contributes empirical evidence regarding the implementation of the RADEC learning method in Islamic Religious Education, particularly in Al-Qur'an Hadith learning at the junior secondary school level. The findings demonstrate that RADEC not only strengthens students' cognitive achievement but also develops collaborative skills, communication competence, creativity, and Islamic character simultaneously]]>
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