Penerapan Metode Inquiry Dalam Pembelajaran PAI dan Dampaknya Terhadap Motivasi Belajar Siswa Dima Baitul Kirom

Abstrak

This research aims to provide an in-depth description of the implementation of the inquiry method in Islamic Religious Education (PAI) learning and to analyze its impact on students’ learning motivation at DIMA Baitul Kirom. The study was motivated by the phenomenon of low student engagement and motivation in PAI learning, which remains predominantly teacher-centered and characterized by conventional instructional patterns. The inquiry method was selected because it encourages active student participation, stimulates critical thinking, and enhances curiosity through systematic processes of questioning, exploration, hypothesis testing, and reflective conclusion drawing. This research adopts a qualitative naturalistic descriptive approach, involving PAI teachers, students, and instructional documents. Data collection techniques include iterative observation, in-depth interviews, and documentation, with credibility ensured through triangulation of sources and methods. The findings reveal that the implementation of the inquiry method follows structured pedagogical phases, including problem orientation, hypothesis formulation, learning resource exploration, verification through dialogic and practical activities, and collaborative conclusion synthesis. These phases promote a paradigm shift in the teacher’s role from sole knowledge provider to facilitator, mentor, and mediator of learning allowing students to engage more actively in constructing their own understanding rather than merely receiving information. Consequently, the learning environment becomes more interactive, reflective, and participatory, supporting deeper cognitive engagement and meaningful learning experiences. The impact of the inquiry method is evident in the increased intrinsic and extrinsic learning motivation among students. Indicators of motivational improvement include heightened curiosity, increased confidence in expressing ideas, persistence in problem-solving, and enhanced satisfaction from independently achieving understanding. Furthermore, learning becomes more meaningful as students relate religious concepts to their personal and social realities. Based on the findings, this study recommends the systematic and sustainable application of the inquiry method in PAI learning, supported by teacher professional development, adequate learning resources, and a conducive institutional environment to ensure pedagogical transformation toward active learning practices.