Instructional Strategies in Islamic Religious Education to Promote Religious Awareness at MA Muhammadiyah Watulimo

Abstract

This study aims to analyze Islamic Religious Education (IRE) teaching strategies in enhancing students’ religious awareness at MA Muhammadiyah Watulimo. A descriptive qualitative approach was employed, using data collection techniques such as observation, in-depth interviews, and documentation. The main informants included IRE teachers, the school principal, and students.The findings show that the strategies involved contextual lectures, active discussions, daily religious routines, and participation in socio-religious activities. Supporting factors included the school’s religious environment, teacher role modeling, and open communication between teachers and students. On the other hand, challenges included low student motivation, limited digital infrastructure, and a lack of parental support at home. The implemented strategies positively impacted students’ religious awareness in terms of spirituality, ethics, and social responsibility. Future studies could elaborate on concrete instructional practices, such as integrating critical media literacy or contectual discussions, to demonstrate how IRE strategies directly addres the challenges posed by social media and global culture. This study is limited to a single school and does not quantitatively measure students’ religious consciousness. The study implies the importance of integrative and contextual approaches in Islamic Religious Education. Its originality lies in its focus on rural-based Muhammadiyah madrasahs and their instructional strategies in shaping religious character. This finding offers a new contribution to the development of islamic religious education studies, particularly in understanding how rural environments can serve as a significant factor in shaping students’ religious awareness and practices.