Problem analysis of the implementation of the AIR and ALC methods in Islamic Religious Education learning at SMAN 9 Malang
Main Article Content
Abstract
Student-centered learning remains difficult to implement in Islamic Religious Education (PAI), where teacher-centered habits, limited engagement, and weak pedagogical adaptation persist. Although the AIR and ALC methods are promoted as active-learning approaches, little is known about how they function when applied simultaneously in actual PAI classrooms. This study addresses that gap by examining the integration process of AIR and ALC and the contextual factors shaping their effectiveness at a senior high school in Malang. Using a qualitative case-study design, data were collected through interviews, observations, and documentation, then analyzed using the Miles and Huberman model. Findings show that AIR strengthens cognitive processing through auditory engagement and repetition, while ALC structures the learning flow to sustain participation. However, their implementation is hindered by classroom discipline issues, low student motivation, limited teacher readiness, scheduling constraints, and infrastructural shortcomings. These results indicate that contextual conditions, rather than the methods themselves, determine the success of AIR–ALC integration in PAI learning.
Article Details
How to Cite
AZZAHROH, Delfina Aurora; FERDIANSYAH, Mochamad Ariel.
Problem analysis of the implementation of the AIR and ALC methods in Islamic Religious Education learning at SMAN 9 Malang.
Proceeding of International Conference on Islamic Education (ICIED), [S.l.], v. 10, n. 1, p. 47-52, dec. 2025.
ISSN 2613-9804.
Available at: <https://conferences.uin-malang.ac.id/index.php/icied/article/view/3575>. Date accessed: 19 june 2026.
doi: https://doi.org/10.18860/icied.v10i1.3575.
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Articles
References
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Utami, D. D., Alfiyani, N., Lingga, & Sudrajat, M. (2023). Application of the Combined Learning Model of JIGSAW and AIR (Auditory, Intellectually, Repetition) Learning Methods in Social Sciences Subjects. JURNAL PENDIDIKAN IPS, 13(2), 39–48. https://doi.org/10.37630/jpi.v12i1.617
Amat. (2023). Penerapan Model Accelerated Learning Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Agama Islam di Kelas VII.D SMPN 1 Sakra Barat. Maret, 5(1), 45–55.
Anam, H. (2017). Model Accelerated Learning Pendidikan Agama Islam. Jurnal El-Hamra, 2(1), 1–40.
Andri Nusi, Nirwan Junus, D. A. bakung. (2022). PENGARUH PENERAPAN METODE PEMBELAJARAN AUDITORY INTELLECTUALLY REPETITION TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAM SISWA KELAS VIII SMP NW ANJANI TAHUN PELAJARAN 2024/2025. Jurnal Riset Ilmiah, 1(01), 15–18.
Damanik, M. Z., & Larasati, W. (2025). Relevansi Metode Pembelajaran PAI. Jurnal Penelitian dan Pendidikan Agama Islam, 2(2), 435-442. https://share.google/INThTxCoi6T2LOW4R
Damiati, M., Junaedi, N., & Asbari, M. (2024). Prinsip Pembelajaran dalam Kurikulum Merdeka. Journal of Information Systems and Management (JISMA), 3(2), 11–16.
Fajriah, N. A., Nursalam, N., Suharti, S., & Nur, F. (2021). Efektivitas Penerapan Model Pembelajaran Accelerated Learning Cycle dengan Pendekatan Visualisasi terhadap Kemampuan Literasi Matematis ditinjau dari Mathematical Habits of Mind. Jurnal Cendekia : Jurnal Pendidikan Matematika, 5(2), 1626–1639. https://doi.org/10.31004/cendekia.v5i2.634
Fazriani, S. (2022). Model Pembelajaran Auditory Intellectual and Repetition (AIR) dalam Meningkatkan Hasil Belajar Siswa Sekolah Dasar. Nusantara: Jurnal Pendidikan Indonesia, 2(2), 225–240. https://doi.org/10.14421/njpi.2022.v2i2-3
Febianto, D., & Nopita, R. (2023). Model Cooperatif Leraning Tipe Auditory, Intelectually, Repetition Pada Keterampilan Berbicara. Indonesian Journal of Innovation Multidisipliner Research, 2(2), 401–109. https://doi.org/10.69693/ijim.v2i2.176
Fikri, M., & Afriani, G. (2023). Hasil Belajar Siswa Melalui Model Pembelajaran Auditory, Itellectually, Repetition (AIR) Studi Eksperimen di Madrasah Tsanawiyah Al-Muttaqin Pekanbaru. Tasnim Journal for Community Service, 4(1), 19-26. https://share.google/QZV8M4meZ0Bfy7CLc
Hartati, H. (2022). Pengaruh Strategi Accelerated Learning Terhadap Hasil Belajar Siswa PAI Madrasah Aliyah. 10(02), 195–208.
Hidayati, N. (2024). Implementation of Active Learning Methods in Islamic Religious Education to Improve Students ’ Critical Thinking Skills in Schools. AFKARINA: Jurnal Pendidikan Agama Islam, 9(2), 98–109.
Judrah, M., Arjum, A., Haeruddin, & Mustabsyirah. (2024). Peran Guru Pendidikan Agama Islam Dalam Membangun Karakter Peserta Didik Upaya Penguatan Moral. Journal of Instructional and Development Researches, 4(1), 25–37.
Khan, D., Irwin, R., Graham, J., Hinch, V., Hagan, B. O., & Mcclean, S. (2024). Assessing the Ef fi cacy of Active Learning to Support Student Performance Across Undergraduate Programmes in Biomedical Science. British Journal of Biomedical Science, 81(March), 1–8. https://doi.org/10.3389/bjbs.2024.12148
Li, B., Yu, J., Sun, L., & Yang, H. (2024). Impact of active learning instruction in blended learning on students ’ anxiety levels and performance. Front. Educ. https://doi.org/https://doi.org/10.3389/feduc.2024.1332778
Risana, F., Hadi, A. I. M., Pratama, A., Rahmah, F., & Syafe, I. (2025). TRANSFORMASI METODE PEMBELAJARAN PENDIDIKAN AGAMA ISLAM: DARI KONVENSIONAL KE PENDEKATAN STUDENT-CENTERED LEARNING ISSN. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(1).
Robbaniyah, Q. (2023). Strategi & Metode Pembelajaran PAI. Zahir Publishing.
Rohmatika, R. V. (2022). MODEL ACCELERATED LEARNING UNTUK PENINGKATAN KOMPETENSI FIQHPADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM. 7 (1), 15–30.
Safitri, S., Alwi, Z., & Suwitri, E. (2024). Buku Ajar Perkembangan Peserta Didik: Berorientasi Case Method. Bening media Publishing. https://share.google/Ldr6WCdAaGHD1BWoV
Sapitri, D., Wahidin, W., & Tsurayya, A. (2019). Perbedaan Penerapan Model Accelerated Learning Cycle dengan Inquiry Learning terhadap Kemampuan Berpikir Kritis Matematis Siswa. Jurnal Pendidikan Matematika Dan Sains, 7(1), 16–22. https://doi.org/10.21831/jpms.v7i1.28118
Sholehah, T. F. (2025). The AIR Learning Model ( Auditory , Intellectual , Repetition ): Its Effectiveness in Enhancing Student Learning Engagement. JOURNAL OF INNOVATION AND RESEARCH IN PRIMARY EDUCATION, 4(3), 1183–1192. https://doi.org/https://doi.org/10.56916/jirpe.v4i3.1541
Sugiyono. (2020). Metode Penelitian Kuantitatif, Kualitatif Dan R&D. Alfabeta.
Sunhaji. (2022). PENGEMBANGAN STRATEGI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SEKOLAH/MADRASAH (Studi Teoritik dan Praktik di Sekolah/Madrasah). Zahira Media Publisher.
Susanti, S. S., Nursafitri, L., Hamzah, I., & Zunarti, R. (2024). Innovative Digital Media in Islamic Religious Education Learning. Jurnal Pendidikan Agama Islam, 21(1). https://doi.org/https://doi.org/10.14421/jpai.v21i1.7553
Utami, D. D., Alfiyani, N., Lingga, & Sudrajat, M. (2023). Application of the Combined Learning Model of JIGSAW and AIR (Auditory, Intellectually, Repetition) Learning Methods in Social Sciences Subjects. JURNAL PENDIDIKAN IPS, 13(2), 39–48. https://doi.org/10.37630/jpi.v12i1.617