UPAYA GURU PAI DALAM MEMBINA KEMANDIRIAN BELAJAR SISWA DI MTS AL-GHOZALY SIWATU WONOSOBO

• Dony Juwarno

  Pendidikan Agama Islam, Fakultas Tarbiyah dan Keguruan, Universitas Sains Al-Qur’an

  Author

• Ali Imron

  Pendidikan Agama Islam, Fakultas Tarbiyah dan Keguruan, Universitas Sains Al-Qur’an

  Author

• Ahmad Khoiri

  Pendidikan Agama Islam, Fakultas Tarbiyah dan Keguruan, Universitas Sains Al-Qur’an

  Author

The purpose of this study is to evaluate how Islamic Religious Education (PAI) instructors work to help students become more independent learners at MTs Al-Ghozaly Siwatu Wonosobo, and to identify the factors that facilitate and obstruct. This study methods used were interviews and observations. The results of the study indicate that the efforts of PAI teachers in fostering students' learning independence are strongly supported by proactive school policies in improving teacher competence, utilizing resources, and developing relevant curricula. PAI teachers apply various student-centered learning strategies, such as providing independent projects, using technology, group discussions, independent assignments, and reflection and evaluation of learning. In Islamic Religious Education learning, student independence can be seen from their ability to manage time, determine learning goals and strategies, find sources of information, analyze, and take responsibility for their own efforts to learn. Students can also show initiative to overcome learning difficulties by reading books and asking their teachers. The active Parents' roles are equally crucial in fostering an environment that supports learning environment at home and communicating effectively with the school. The main supporting factors in fostering student learning independence at MTs Al-Ghozaly Siwatu Wonosobo are the commitment of Islamic Religious Education teachers, school support, parental participation, and student awareness. Meanwhile, inhibiting factors include the lack of intrinsic motivation in some students, limited access to learning resources, and challenges in aligning parental expectations with school policies. This study recommends improving teacher training, developing more comprehensive learning facilities, and strengthening collaboration between schools and parents to further optimize student learning independence.

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