Challenges in Using Explanatory Methods in Islamic Religious Education Learning: A Constructivist Perspective
DOI:
https://doi.org/10.31958/jies.v6i2.16958Keywords:
Explanation Method, Islamic Religious Education, Constructivism, Scaffolding, Lev VygotskyAbstract
This study aims to analyze the problems in the use of the explanatory method in Islamic Religious Education (PAI) learning at MTs Nahdlatul Athfal Surabaya from the perspective of Lev Vygotsky’s constructivist theory, particularly the concept of scaffolding. This study employed a qualitative field research design involving two PAI teachers and twenty students selected through purposive sampling. Data were collected through classroom observations conducted during four PAI learning sessions from April to May 2026, semi-structured interviews, and documentation. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, and conclusion drawing, while source and method triangulation were applied to ensure data credibility. The findings reveal that the explanatory method remains dominant and tends to create teacher-centered learning, resulting in limited student participation, low classroom interaction, and a focus on memorization rather than conceptual understanding. Furthermore, scaffolding has not been implemented optimally because teachers tend to provide direct explanations instead of gradual guidance. Therefore, the explanatory method should be integrated with interactive and constructivist strategies to promote active, collaborative, and student-centered PAI learning.
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