The Role of Islamic Education Teachers in Demonstrative Instruction: A Case Study of Students’ Learning Interest

Abstract

This study aims to analyze the role of Islamic Religious Education teachers in implementing demonstrative learning and its contribution to enhancing students’ learning interest at the elementary school level. Employing a qualitative approach with a case study design, the research was conducted at an Indonesian public elementary school. Data were collected through in-depth interviews, classroom observations, and document analysis involving the school principal, an Islamic Religious Education teacher, and third-grade students. The findings reveal that teachers play a crucial role as planners, facilitators, mentors, and motivators in demonstrative learning activities. The implementation of demonstrative learning enables students to engage directly in learning experiences, resulting in increased attention, participation, and enthusiasm during the learning process. Supporting factors include teachers’ pedagogical competence, school support, and students’ active involvement, while inhibiting factors consist of students’ lack of confidence and limited instructional time. These obstacles were addressed through adaptive teaching strategies and supportive classroom environments. The study concludes that demonstrative learning is an effective pedagogical approach for enhancing students’ learning interest in Islamic Religious Education when supported by teachers’ professional roles and contextual classroom management.