This research is motivated by the importance of teachers' strategies in creating effective learning, especially in the subject of Akidah Akhlak, which is not only focused on mastering the material but also on shaping students' character and morals. Teachers are required to be able to apply the right learning strategies so that students are active, motivated, and able to implement Islamic values in their daily lives. This study aims to: (1) describe the strategies of Akidah Akhlak teachers in applying effective learning at MTs Muhammadiyah 1 Ponorogo, (2) describe the results of effective Akidah Akhlak learning in the learning process at MTs Muhammadiyah 1 Ponorogo, and (3) describe the supporting and inhibiting factors that Akidah Akhlak teachers face in implementing effective learning.
This study uses a qualitative approach with a case study type of research. Data collection techniques were carried out through observation, interviews, and documentation. The research informants included Akidah Akhlak teachers, the school principal, the vice principal of curriculum, and students of MTs Muhammadiyah 1 Ponorogo. Data analysis was conducted through data reduction, data presentation, and drawing conclusions. The validity of the data was tested using source triangulation and technique triangulation.
The research results show that: (1) the strategies of Akidah Akhlak teachers in implementing effective learning are carried out through the use of various teaching methods, such as lectures, discussions, questions and answers, case studies, and Project Based Learning (PjBL), as well as positioning teachers as facilitators in the learning process, in line with constructivist theory; (2) the effective learning outcomes in Akidah Akhlak are reflected in increased student participation, improved student understanding, increased student learning motivation, as well as the internalization of Islamic moral values such as mutual respect, discipline, honesty, and helping each other, covering cognitive, affective, and psychomotor aspects in an integrated manner; and (3) Supporting factors include learning facilities, the support of the madrasa principal, a religious school environment, and student learning motivation, while inhibiting factors include limited infrastructure and facilities, limited learning time, differences in student abilities, and the influence of family and social environment.
Based on the research results, it can be concluded that a teacher's varied strategies, supported by a conducive and religious madrasah environment, are able to create effective Akidah Akhlak learning that impacts increased student activeness, understanding, learning motivation, and the overall development of students' character.