Innovative Learning Strategies To Enhance Student Engagement In Islamic Education: A Case Study Of MDTA Bustanul Ulum Marendal

This study aims to analyze the implementation of innovative learning in increasing students' learning interest at MDTA Bustanul Ulum 1 Marendal. The background of this study is the tendency of decreasing students' learning interest due to learninvg methods that are less varied and less appropriate to children's characteristics based on Jean Piaget's cognitive development theory. This type of research uses a qualitative method with a qualitative descriptive research approach, involving informants consisting of 3 teachers and 9 students. Data collection techniques include in-depth interviews, observation, and documentation, which are then analyzed using the Miles and Huberman interactive model. This study provides new insights into how innovative learning models are applied in Islamic non-formal education (MDTA) in Indonesia, an area that is still underexplored in the current literature. The results show that teachers at MDTA Bustanul Ulum 1 Marendal have implemented innovative learning, among which are: 1) It begins with reading a prayer together, and every Friday all students gather in the yard to read prayers and recite sholawat together.2) innovative learning through Islamic stories, linking the exemplary stories of the Prophet with moral values. The aim is to build an emotional connection between students and the material. 3) Practice-based worship learning. Students role-play the situations of ablution and prayer in groups, accompanied by direct feedback from the teacher. 4) Qur'an learning activities. Students are divided into small groups, each studying a portion of a verse and then teaching it to their peers. This implementation significantly increases students' interest in learning, as indicated by their enthusiasm, activeness, and better understanding of the material. However, challenges such as the school's limitations in providing training and professional development for teachers, limited learning tools, and less supportive classroom conditions are still encountered. This study recommends further development of education to provide facilities and teacher training to optimize innovative learning in the future.