<![CDATA[This classroom action research examined the application of a contextual learning approach integrated with a guided inquiry model to improve the learning outcomes and classroom engagement of eighth-grade students in Islamic Religious Education (PAI) on the topic of respect for parents and teachers at SMP Negeri 2 Suela. The study was motivated by the initial condition in which students tended to be passive, relied on listening and note-taking, and perceived PAI material as difficult and less meaningful. The research employed a Classroom Action Research design involving planning, action, observation, and reflection. The participants were 30 students of class VIII C. Data were collected through learning-outcome tests, observation of student activities, and student feedback. Descriptive analysis was used to compare students’ achievement before and after the intervention, while qualitative information from observations and feedback was used to interpret changes in participation. The mean pretest score was 60, with 5 students (16.67%) achieving the minimum mastery criterion of 75. After the implementation of contextual learning and guided inquiry, the mean posttest score increased to 80, and 20 students (66.67%) achieved the criterion. The manuscript also reports a statistically significant difference between pretest and posttest scores (p < .05). The findings indicate that contextual and inquiry-oriented learning can make PAI more meaningful, encourage active participation, and improve learning outcomes.]]>
Copyrights © 2026
