Student Responses to Innovative Strengthening of Understanding in Akidah Akhlak Learning: A Phenomenological Study at MTs As'adiyah Pusat Sengkang

Abstract

This phenomenological study explores student responses to innovative pedagogical approaches designed to strengthen understanding in Akidah Akhlak (Islamic creed and ethics) instruction at MTs As'adiyah Pusat Sengkang, Indonesia. As Islamic education faces challenges of engaging contemporary students while maintaining theological authenticity, understanding learner experiences with pedagogical innovations becomes crucial for effective religious education. Employing phenomenological methodology, this research investigated the lived experiences of 24 eighth-grade students encountering innovative teaching methods including contextualized learning, experiential activities, technology integration, and collaborative inquiry in Akidah Akhlak classes. Data collection involved in-depth interviews, reflective journals, and focus group discussions analyzed through interpretative phenomenological analysis. Findings reveal that students experienced enhanced conceptual understanding, increased personal relevance, strengthened faith commitment, and improved moral application when innovations connected abstract theological concepts to daily life experiences, provided active engagement opportunities, and validated students' questioning and critical reflection within respectful Islamic frameworks. However, students also expressed tensions between traditional pedagogical expectations and innovative approaches, concerns about theological authenticity, and varying comfort levels with student-centered methods. These findings inform Islamic education pedagogy, highlighting the importance of balancing innovation with tradition, fostering safe inquiry spaces, and designing culturally responsive approaches that honor Islamic educational values while engaging contemporary learners effectively.