PAI Teachers’ Strategies Boost Student Discipline and Participation at MA Asy-Syifa
A recent study by Sukmawati and her team from Muhammadiyah University of Luwuk in 2026 reveals how Islamic Religious Education (PAI) teachers have successfully improved student participation and discipline at MA Asy-Syifa in Abason Village, Totikum District. The study highlights the crucial role teachers play in shaping student behavior—two key factors that significantly influence the quality of secondary education. Low student participation and weak discipline remain common challenges in many schools. These issues not only affect academic performance but also hinder character development. At MA Asy-Syifa, these challenges prompted PAI teachers to adopt more interactive teaching strategies while reinforcing classroom discipline. Published in the International Journal of Integrative Research (IJIR), the study uses a descriptive qualitative approach. The researchers involved two PAI teachers and two eleventh-grade students as participants. Data were collected through in-depth interviews to capture real classroom experiences and teaching practices.
The findings show that student participation increases when teachers apply more interactive learning approaches. Instead of relying solely on one-way lectures, teachers actively engage students in discussions and dialogue. This approach encourages students to express their opinions and ask questions more confidently. Motivation also plays a significant role. Teachers consistently provide encouragement through supportive words and personal engagement. This makes students feel valued and more willing to participate in classroom activities. In terms of discipline, improvement is achieved through clear and firm classroom rules. These rules are not only introduced at the beginning but also enforced consistently. Students who violate the rules receive educational consequences, helping them understand the impact of their behavior.
-Increased student participation through discussion-based and interactive learning
Sukmawati and her team emphasize that these outcomes are closely tied to the teacher’s role as both facilitator and mentor. “Interactive approaches combined with consistent discipline have proven effective in improving student engagement and behavior in the learning process,” the researchers note. The implications of this study are far-reaching. For the education sector, it demonstrates that simple adjustments in teaching methods can significantly impact student behavior. Schools are encouraged to promote dialogic and student-centered learning rather than traditional lecture-based instruction. For policymakers, the findings provide a foundation for designing teacher training programs focused on active learning strategies and classroom management. Meanwhile, for parents and the wider community, the study underscores the importance of a learning environment that supports both academic achievement and character development. In today’s educational landscape, student participation and discipline are essential skills for facing global challenges. Therefore, the strategies implemented at MA Asy-Syifa can serve as a model of best practice for other schools.
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