Gultom, Intan Nurhatina (2024) Upaya Guru Dalam Meningkatkan Keaktifan Belajar Siswa pada Mata Pelajaran Pendidikan Agama Islam di SD Negeri 015 Belutu Kecamatan Kandis Kabupaten Siak. Other thesis, Universitas Islam Riau.

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Abstract

Student engagement in the learning process led to high interaction between teachers and students, resulting in the development of knowledge and skills that contributed to improved academic performance. Teachers had to implement teaching methods that could stimulate student engagement to achieve learning objectives, particularly in Islamic Education. Elementary School 015 Belutu was one of the educational institutions in Kandis District. The aim of this study was to determine the efforts made by teachers to enhance student engagement in Islamic Education at Elementary School 015 Belutu for the 2023/2024 academic year, as well as the supporting and hindering factors. The subjects of this study were the Islamic Education teachers at Elementary School 015 Belutu. The research approach was qualitative. The results showed that the efforts made by teachers to increase student engagement in Islamic Education at Elementary School 015 Belutu were fairly good. This meant that the teachers, especially the Islamic Education teachers, significantly helped address the issue of students' lack of engagement by consistently providing support. The teachers' efforts to enhance student engagement included: 1) Asking about students' well-being before starting lessons, conducting ice-breaking activities, and reviewing previous lessons; 2) Advising students who were less active in learning; 3) Motivating students who were lazy to complete assignments and less active in learning; 4) Providing rewards to students; 5) Continuously monitoring and paying attention to students to identify those who were engaged or not; and 6) Imposing sanctions on students who did not pay attention. The supporting factor for teachers in improving student engagement was adequate facilities to support learning. The hindering factors included: 1) A family environment that was less concerned with the child's development; 2) Lack of communication between teachers and students or between students and teachers; and 3) Insufficient cooperation among teachers to enhance student engagement, as well as teachers sometimes feeling tired with students who were difficult to guide or direct.

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