Implementasi Pembelajaran Dengan Modular Instruction Pada Mata Pelajaran Pendidikan Agama Islam di SD IT Permata Hati Palembang

Abstract

This study aims to describe the implementation of Modular Instruction in Islamic Religious Education (PAI) learning at SD IT Permata Hati Palembang. The research focuses on the planning, implementation, and evaluation stages of learning using learning modules as independent learning tools for students. The study employed a qualitative approach with a case study design. Data were collected through observations, in-depth interviews, and document analysis involving PAI teachers, school administrators, students, and learning instruments. The data analysis process followed the Miles, Huberman, and Saldana interactive model, including data reduction, data display, and conclusion drawing, in order to obtain comprehensive understanding of the research phenomena. The findings indicate that planning for Modular Instruction was systematically constructed through the development of modules containing learning objectives, independent learning activities, practice exercises, and formative assessment sheets. The PAI teacher integrated national curriculum standards with the school’s Islamic integrated learning approach, positioning the learning module not only as a learning resource, but also as a tool for internalizing Islamic values and character formation. During the instruction process, the teacher acted as facilitator and mentor, ensuring that students learned at their own pace while still meeting predetermined learning outcomes. Furthermore, the evaluation of implementation reveals that Modular Instruction effectively enhances learning independence, motivation, and students’ cognitive understanding of Islamic Religious Education material. However, several challenges were identified, including differences in individual student learning abilities, limited learning time, and the need for more intensive teacher supervision, particularly for lower-performing students. Despite these limitations, the module-based learning system is considered an effective adaptive learning solution that supports differentiated instruction and meets diverse student learning needs at the elementary level. Therefore, Modular Instruction is deemed relevant and beneficial to be further developed as an innovation in Islamic Religious Education instruction at Islamic elementary schools.