Implementation of Tasks in Islamic Religious Education Lessons in Elementary Schools

Abstract

This study examines the implementation of task-based learning in Islamic Religious Education (PAI) at the primary school level, highlighting its effectiveness, challenges, and implications for pedagogy. The research employs a qualitative descriptive approach, utilizing observations, interviews, and document analysis to assess the impact of task-based learning on student engagement, comprehension, and ethical development. The findings reveal that task-based learning significantly enhances students' active participation, critical thinking, and ability to apply Islamic teachings in real-life contexts. Teachers reported that students demonstrated higher motivation and retention when engaged in practical and interactive learning activities. However, challenges such as task design complexity, resource accessibility, and assessment limitations were identified. The study suggests that the successful implementation of task-based learning requires structured assignment design, professional development for teachers, and equitable access to learning resources. Additionally, integrating technology in task-based learning can enhance engagement, though digital access disparities must be addressed. The study underscores the need for blended learning approaches that combine traditional instruction with interactive, student-centered methodologies. The findings have implications for educational policy, curriculum development, and future research in Islamic religious education. Future studies should explore longitudinal impacts and comparative analyses across different educational settings to optimize task-based learning strategies.