<![CDATA[Islamic Religious Education (IRE) is a key component in the development of students' moral character and religious knowledge. However, teachers' capacity to choose and apply effective teaching strategies at SDN Kuin Cerucuk has a significant impact on the efficacy of IRE learning. The purpose of this study is to examine how Islamic Religious Education instructors apply instructional strategies and to pinpoint the elements that facilitate and hinder their use at SDN Kuin Cerucuk 4. This study employed a qualitative field research methodology. Data dikumpulkan melalui documentation, semi-structured interviews, dan classroom observations. The teachers of Islamic Religious Education, the principal, and supporting informants were involved in the collection. Data dievaluasi melalui triangulation to ensure its validity. The findings demonstrated that instructors of Islamic Religious Education played a variety of roles in the learning process, including mentors, educators, instructors, facilitators, motivators, and evaluators. Teachers used a variety of teaching strategies that were tailored to the traits and learning requirements of their pupils, such as experimental, Q&A, discussion, demonstration, example, and contextual approaches. School policies, students' ambition to learn, and teachers' pedagogical expertise all fostered the adoption of these strategies. In the meanwhile, the primary obstacles to improving the teaching process were a lack of learning resources and a variety of student traits. The study comes to the conclusion that successful, engaging, and meaningful Islamic Religious Education instruction at the elementary school level is greatly influenced by teachers' professional responsibilities and the right choice of instructional strategies.]]>
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