Implementasi Model Active Learning dalam Perspektif Konstruktivisme Vygotsky pada Pembelajaran PAI di SMAN 1 Narmada

Although the active learning model has been widely implemented in Islamic Religious Education (PAI) learning, studies that specifically examine its implementation from the perspective of Vygotsky’s constructivism at SMAN 1 Narmada remain limited. This study aims to analyze the implementation of the active learning model in PAI learning based on the perspective of Vygotsky’s constructivism and to identify the supporting and inhibiting factors in its implementation. This study used a qualitative approach with a field research design involving PAI teachers and Grade X students as research subjects selected purposively. Data were collected through observation, in-depth interviews, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing. The results show that the implementation of active learning was carried out through group discussion, question-and-answer, presentation, information search, case study, and card sort strategies. The implementation of this model is aligned with Vygotsky’s constructivism, particularly through the concepts of the Zone of Proximal Development (ZPD) and scaffolding, which emphasize collaboration, social interaction, and learning assistance. The research findings show that active learning supports increased student engagement, material comprehension, critical thinking skills, communication skills, and cooperation in PAI learning. The supporting factors for implementation include the availability of learning technology facilities, the use of digital media, and positive social interaction among students, whereas the inhibiting factors include limited facilities and infrastructure, low self-confidence among some students in expressing opinions, and classroom management that is not yet optimal. The conclusion of the study affirms that the active learning model from the perspective of Vygotsky’s constructivism plays an important role in creating active, contextual, collaborative, and meaningful PAI learning. The implications of this study provide theoretical contributions to the development of constructivism-based PAI learning studies, as well as practical implications for teachers in designing learning strategies that are more participatory and responsive to students’ learning needs.