<![CDATA[Participatory learning is an instructional approach that positions students as active participants in the learning process. However, its implementation in Islamic Religious Education (IRE) remains constrained by limited student engagement and the predominance of teacher-centered instruction. This study aims to describe the implementation of participatory learning in classroom management and examine its impact on the learning process in Grade V of SDIT Sa'adiah, Solok Regency. This study employed a qualitative descriptive approach. Research participants included the school principal, an Islamic Religious Education teacher, and fifth-grade students. Data were collected through observations, interviews, and documentation and analyzed using the Miles, Huberman, and Saldaña interactive model, including data condensation, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings indicate that participatory learning was implemented through six stages: rapport building, identification of learning needs, formulation of learning objectives, learning planning, learning implementation, and evaluation involving students actively throughout the process. Effective classroom management, flexible seating arrangements, discussion-based learning, collaborative group work, and continuous reinforcement supported the implementation. The make a positive contribution to students' learning engagement, self-confidence, responsibility, discipline, collaboration, and communication skills while creating a more interactive and student-centered Islamic Religious Education learning environment.]]>
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