TEACHERS’ STRATEGIES FOR ENHANCING STUDENTS’ INTEREST IN ISLAMIC CULTURAL HISTORY AT MAN 2 PONOROGO

Abstract

Islamic Cultural History (Sejarah Kebudayaan Islam) plays an essential role in internalizing Islamic values and shaping students’ character, yet its learning process is often perceived as less engaging because of extensive materials, complex historical narratives, lecture-dominated instruction, and an emphasis on memorization. This study aims to examine the strategies employed by Islamic Cultural History teachers to enhance students’ learning interest at State Islamic Senior High School 2 Ponorogo, focusing on instructional planning and management, the impact of the strategies, and supporting and inhibiting factors. Employing a descriptive qualitative approach with a single-case study design, the research collected data through in-depth interviews with three teachers, the vice principal for curriculum affairs, and students from different class programs, complemented by participatory observation and documentation; the data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that instruction integrates Problem-Based Learning with the Semester Credit System, the Independent Curriculum, and the Love-Based Curriculum. Discussions, presentations, learning technologies, differentiated instruction, and affective approaches increase students’ cognitive and affective learning interest, although their effectiveness varies across class programs. The implementation is supported by technological facilities and madrasah policies, while limited learning resources, diverse student characteristics, the exclusion of the subject from the Academic Competency Test, and differing perceptions of instructional time remain significant challenges. These findings highlight the practical importance of adaptive, technology-supported, and affective instructional strategies for strengthening students’ engagement in Islamic Cultural History learning.