KREATIVITAS GURU PENDIDIKAN AGAMA ISLAM DALAM PROSES PEMBELAJARAN DI SMP NEGERI 23 MAKASSAR

Anas Bahtiar, NIM.: 22204011039 (2026) KREATIVITAS GURU PENDIDIKAN AGAMA ISLAM DALAM PROSES PEMBELAJARAN DI SMP NEGERI 23 MAKASSAR. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Teachers of Islamic Religious Education are required to demonstrate creativity in designing and implementing learning processes that are effective, contextual, and meaningful for students. Such creativity is reflected in teachers’ ability to develop learning methods, strategies, and interactions that are oriented not only toward mastery of subject matter but also toward the cultivation and strengthening of students’ religiosity. This study aims to examine in depth the creativity of Islamic Religious Education teachers in the learning process at SMP Negeri 23 Makassar, particularly in fostering students’ religious attitudes and Islamic character. This research belongs to the qualitative research cluster and employs a case study approach. The data sources consist of primary and secondary data. Data were collected through observation, interviews, and documentation. Data analysis was conducted through data condensation, data display, and drawing conclusions. The findings indicate that the forms of creativity demonstrated by Islamic Religious Education teachers at SMP Negeri 23 Makassar, constitute a crucial factor in realizing meaningful Islamic Religious Education learning oriented toward the formation of students’ religious character. This creativity is evident in the design of contextual learning, the use of innovative methods and media, and the management of dialogical and humanistic classroom interactions, enabling Islamic values to be understood concretely and internalized in students’ daily lives. The strategies employed by Islamic Religious Education teachers play a vital role in the learning process as a whole through the integration of cognitive, affective, psychomotor, and socio-cultural aspects. With teachers acting as instructors, role models, and mentors, Islamic Religious Education learning does not stop at religious knowledge but is manifested in attitudes, worship practices, and ethical social behavior that are relevant to students’ lives. Consequently, this has a significant impact on the quality of learning and the development of students’ religiosity. Through contextual and innovative learning, Islamic Religious Education teachers are able to enhance students’ religious understanding, shape religious attitudes, habituate worship practices, and foster students’ spiritual independence.

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