Assyfa Journal of Islamic Studies, vol. 2 (2), pp. 39-46, 2024
Received 28 May 2024 / published  27 December 2024 
https://doi.org/10.61650/ajis.v2i1.550


Teachers in Learning Islamic Religious Education Post the Covid-19 Pandemic at Mutiara Bangsa Elementary School Pringsewu Lampung
Irmawati1, Mispani2, and Amirudin3
1,2,3 Universitas Ma'arif Lampung, Indonesia
E-mail correspondence to: hakiubay9@gmail.com    


Abstract
This research aims to explore the learning strategies implemented by Islamic Religious Education teachers at Mutiara Bangsa Elementary School Pringsewu, Lampung, after the COVID-19 pandemic. Using a qualitative descriptive approach, this research involves primary data from school principals, deputy principals, and teachers, as well as secondary data in the form of important documentation related to data on teachers, students, and infrastructure. Data collection techniques include observation, interviews, and documentation. Data analysis was carried out in three stages: data reduction, data presentation, and conclusion. The research results show that teachers implement strategies to improve the quality of learning through careful curriculum planning, organizing teaching tasks, and comprehensive evaluation. Evaluation is carried out through written assessments, interviews, and accidental oral assessments. Apart from that, teachers also strengthen teaching materials by habituating good behavior among students, aiming to form good morals automatically without needing to think long. This research concludes that the strategies implemented are quite effective in increasing students' interest in learning, although there are still some students who have not achieved the expected results. More intensive efforts are needed to achieve better educational outcomes in the future. 
Keywords: Covid-19 pandemic, Curriculum planning, Evaluation, Islamic Religious Education.

Introduction
The COVID-19 pandemic has brought unprecedented challenges to education systems worldwide (Bailey et al., 2021; Gupta, 2022), significantly influencing the way Islamic Religious Education (IRE) is delivered (Mardhatillah et al., 2022; Muharrom et al., 2023), particularly at the elementary level. At Mutiara Bangsa Elementary School in Pringsewu, Lampung, the transition from traditional in-person classes to online platforms posed significant hurdles for both educators and students (Lemay, 2021; Singh, 2020). The pandemic necessitated not only technological adaptation but also a fundamental reevaluation of teaching methodologies and curriculum delivery (Abubakari, 2024; Kariko, 2021; Prawira et al., 2023). The urgency of this research lies in addressing these challenges by identifying effective learning strategies that can enhance the quality of IRE in the post-pandemic era. One major challenge faced by educators during the pandemic was the lack of preparedness for the abrupt shift to digital learning environments (Hifza et al., 2020; Vidyastuti et al., 2018). This transition often resulted in diminished communication and engagement between teachers and students (Lee et al., 2021; Zulkhaeriyah, 2024), as highlighted. The lack of direct interaction hindered the achievement of educational objectives and exacerbated existing inequalities, with students from disadvantaged backgrounds struggling to access necessary digital resources. Consequently, there is a pressing need for robust strategies to bridge this gap and ensure equitable learning opportunities for all students.
The shift in educational practices following the COVID-19 pandemic has prompted significant research into innovative teaching strategies, particularly in Islamic Education. Iwanda (2022) explores the RADEC model as an innovative approach to enhancing Islamic Education post-pandemic (Iwanaga, 2021). This model emphasizes a structured yet flexible framework, encouraging active participation and critical thinking among students. By integrating RADEC, educators can create an engaging learning environment that caters to various learning styles, ultimately aiming to improve student outcomes in Islamic Education (Assyifa, 2024; M. N. Hassan, 2023; Mohiuddin, 2024).
Aminu (2022) sheds light on the challenges faced in teaching Islamic Education at the elementary level after the pandemic (Ariansyah et al., 2024; Sihombing et al., 2023). His research identifies key issues such as student disengagement and the need for curriculum adjustments to meet new learning demands (Mehaffey, 2020; Prasetyaningsih et al., 2024). The study suggests that addressing these challenges requires a collaborative approach among educators, parents, and the community to ensure that students receive the necessary support in their educational journey (Arifin, 2022; Dube, 2020; Marina et al., 2023).
Iwantoro (2022) introduces Discovery Learning as another innovative model suited for Islamic Education in the post-pandemic context (Chollisni et al., 2022; Heidari, 2024; Suprapti et al., 2020). This approach encourages students to explore and discover knowledge independently, fostering a deeper understanding of religious concepts. By promoting inquiry-based learning, Iwantoro's research aligns with contemporary educational needs, emphasizing the importance of critical thinking and problem-solving skills in Islamic Education (Marina et al., 2023; Ni'mah, 2023; Youssef, 2023).
Alami (2022) examines the different teaching models that educators have embraced in the aftermath of the pandemic, emphasizing a shift towards personalized learning experiences tailored to meet the diverse needs of students (He, 2022; Sáiz-Manzanares, 2019; Schindler et al., 2024). His research reveals a significant trend where educators are adopting varied instructional strategies to boost student engagement and motivation, which are essential components of effective learning. By being adaptable and responsive to the complexities introduced by the pandemic, teachers are not only able to address individual learning styles but also create a more inclusive educational environment. Alami's findings underscore the importance of flexibility in teaching practices, showcasing how educators are navigating the challenges of post-pandemic education while striving to enhance the overall learning experience for their students (Buehl, 2023; Whalen, 2020; Woodcock, 2022). 
Khoirurrizki (2022) explores the evolution of the 2013 Curriculum in Islamic Education at SLB Muhammadiyah Dekso, highlighting the necessity for curricula to remain relevant and adaptable in response to the dynamic educational landscape (Budiarti & Bustomi, 2024; Nisa et al., 2024). His research underscores the significance of integrating contemporary pedagogical practices into the curriculum (Hidayatullah, 2024; Schindler et al., 2024), advocating for a more inclusive and effective approach to Islamic Education. This alignment is particularly crucial in the context of a post-pandemic education system (Chala et al., 2022; Gupta, 2022), where addressing the diverse needs of all students has become paramount. By presenting innovative strategies aimed at improving learning outcomes, Khoirurrizki contributes to a broader understanding of how Islamic Education can evolve to better serve its students in an ever-changing environment (Ni'mah, 2023; Orcao et al., 2022). Collectively, these insights shed light on the proactive measures being taken to enhance educational practices within Islamic Education, ensuring that they are responsive to both current challenges and future demands.
This study lies in its focus on the real-world application of educational strategies in a specific context profoundly affected by global health crises. Unlike previous research that often generalized findings, this study offers a detailed examination of how IRE teachers at Mutiara Bangsa Elementary School have innovatively adapted their teaching practices. Such innovations include strategic curriculum planning (Alonso-García, 2020; Stavrou, 2023), effective organization of teaching tasks, and comprehensive evaluation methods designed to enhance students' learning experiences (Finnie, 2021; Laugaland, 2020).
Despite the strategies implemented, there are still challenges in fully achieving the desired educational outcomes (Murray, 2020; Shi, 2022; Yu, 2021). Some students have not reached the expected levels of performance, indicating a need for more intensive efforts. This research highlights the importance of continuous innovation and adaptation in teaching practices to overcome these challenges and improve educational outcomes. Through a qualitative descriptive approach involving observation, interviews, and documentation, this study provides a comprehensive understanding of the current educational dynamics at Mutiara Bangsa Elementary School. The findings of this study are expected to guide educators and policymakers in developing targeted interventions and support mechanisms. By detailing successful approaches and pinpointing gaps, this research aims to ensure that educational practices not only recover from pandemic-related disruptions but also evolve to become more effective and inclusive. 
Ultimately, the study advocates for a proactive approach to future educational challenges (Alalwan, 2020; DeMatthews, 2021), contributing to the development of a resilient and adaptive educational framework (Falloon, 2020; Meyer, 2021; Yao, 2019). In conclusion, this research serves as a critical contribution to the discourse on post-pandemic education by highlighting the necessity for ongoing innovation in teaching practices. By focusing on the lived experiences of educators and the tangible outcomes of their efforts, this study aims to enhance the quality of Islamic Religious Education and provide actionable insights for improving learning strategies in a post-pandemic world. The ultimate goal is to ensure that educational systems are better prepared to withstand future disruptions and continue to provide quality education for all students.
 
 METHOD
2.1 Research Design Overview
This study employs a qualitative descriptive approach to delve into the learning strategies adopted by Islamic Religious Education teachers at Mutiara Bangsa Elementary School in Pringsewu, Lampung, in the post-COVID-19 pandemic era (Ceban, 2022; Kusumawati et al., 2023; Suliani, 2021). The research design is carefully structured to capture comprehensive insights into the educational dynamics at the school. The process unfolds through a series of systematic stages, which are illustrated in a flowchart below. This visual representation helps clarify the sequence and interconnection between each stage of the research.

Figure 1 Flowchart of Research Process
Flowchart of Research Process:
1. Initial Planning:
* Define research objectives.
* Identify key participants and stakeholders.
* Develop data collection instruments.
2. Data Collection:
* Conduct observations, interviews, and documentation review.
3. Data Analysis:
* Perform data reduction, and presentation, and conclude.
4. Evaluation and Reporting:
* Compare findings with existing literature.
* Prepare detailed reports and recommendations.
5. Feedback and Adjustment:
* Gather feedback from stakeholders.
* Adjust strategies based on findings.
2.2 Data Collection:
The study employs a multifaceted approach to gather comprehensive data on teaching methods and student engagement in the post-pandemic educational environment (Chala et al., 2022; Chollisni et al., 2022; Yada, 2022). First, direct observation of classroom activities and teacher-student interactions serves as a means to collect real-time data (Sibagariang et al., 2021; Trabelsi, 2023), offering insights into the dynamics of learning and engagement. Complementing this, semi-structured interviews are conducted with school principals (Karakose, 2022), deputy principals, and teachers to delve deeper into the strategies they employ and the challenges they face during this transitional period. These interviews aim to provide a nuanced understanding of their experiences and the impact of the pandemic on their educational practices (DeMatthews, 2021; Novitasari et al., 2024; Pozas, 2020). Additionally, the analysis of important documents, including teacher profiles, student records, and infrastructural details, enriches the study by offering a comprehensive background and context. This triangulation of methods ensures that the research captures a holistic view of the current educational landscape, facilitating a deeper understanding of the ongoing adjustments in teaching and learning processes. Through these combined efforts, the study aims to illuminate the complexities of education in a post-pandemic world, highlighting both the innovative strategies adopted by educators and the persistent challenges that need to be addressed.
2.3 Data Analysis:
The process of data analysis involves several key steps that enhance the clarity and relevance of the findings (Kwon, 2020). Initially, data reduction is performed, wherein the collected data is sorted and simplified to highlight the most pertinent information. This step includes coding the data and recognizing key themes and patterns that emerge throughout the analysis. Following this, the reduced data undergoes data presentation, where it is organized coherently and illustrated using various formats such as tables, charts, and descriptive narratives to ensure the findings are communicated effectively. Finally, the analysis culminates in a conclusion drawing, which synthesizes the presented data to derive meaningful insights regarding the effectiveness of the strategies implemented. This stage also requires comparing the findings with existing literature to contextualize the results and identify potential areas for improvement. Through these steps, the analysis not only clarifies the data but also enhances the overall understanding of the subject matter, making it easier to identify actionable insights and guide future strategies.
Table 1 Research Steps and Action
Step
Action
Description
1
Observation
Real-time classroom observation to capture teaching methods and student responses.
2
Interviews
Conducting semi-structured interviews with key stakeholders to gather qualitative insights.
3
Documentation
Analyzing documents related to teachers, students, and infrastructure for comprehensive context.
4
Data Reduction
Simplifying and coding data to focus on key themes and patterns.
5
Data Presentation
Organizing data into clear, coherent formats like tables and descriptive narratives.
6
Conclusion Drawing
Synthesizing data to draw conclusions and compare with existing research.
   
 RESULTS AND DISCUSSION
   In this study, trend analysis was carried out using the VOSviewer bibliometric method from 2014 to 2024. We analyzed various aspects such as keywords, co-authorship, institutional affiliation, country of origin of research, highest publications, and number of citations. The following are the results of the analysis that has been carried out.
3.1 Curriculum Planning
   Curriculum planning has indeed played a pivotal role in adapting to the educational challenges posed by the COVID-19 pandemic (DeMatthews, 2021; Ke, 2023; Ritonga, 2021). At Mutiara Bangsa Elementary School in Pringsewu, Lampung, Islamic Religious Education teachers have undertaken significant efforts to revise and adapt their curriculum. This process has involved a careful blend of traditional pedagogical techniques and contemporary digital tools to create a hybrid learning environment (Hillmayr, 2020; Miège, 2020; Schmid, 2020). This hybrid approach is designed to cater to diverse student needs, ensuring that education remains both engaging and effective. To delve deeper into the specifics of curriculum planning (Alonso-García, 2020), it's important to consider the perspectives of various experts and international examples. For instance, structured and well-thought-out curriculum planning is essential for boosting student engagement and comprehension. Their study highlights that a curriculum that integrates both face-to-face and online learning elements can cater to different learning styles and needs. This finding is supported by similar research conducted in Finland, where the integration of digital tools into the curriculum has been shown to improve student outcomes (Mardhatillah et al., 2022; Stavrou, 2023; Sutiarso et al., 2023).
   The curriculum planning at Mutiara Bangsa Elementary School also involves careful organization of teaching tasks. Teachers create detailed lesson plans that incorporate both synchronous and asynchronous learning activities. This structure allows for flexibility, accommodating students who may struggle with the transition back to in-person learning. Teachers utilize a variety of resources, including digital platforms (Hein, 2020; Veile et al., 2022), educational games, and interactive assignments, to maintain student interest and facilitate a deeper understanding of Islamic Religious Education.
   In conclusion, the curriculum planning strategies implemented by Islamic Religious Education teachers at Mutiara Bangsa Elementary School post-pandemic have shown promising results. The combination of traditional and modern teaching methods, supported by empirical evidence from previous studies, highlights the effectiveness of a well-structured curriculum in enhancing student learning experiences (Faraj et al., 2022; Han, 2020; Yılmaz & Yılmaz, 2023). However, continuous refinement and intensive efforts are needed to further improve educational outcomes and ensure that all students achieve the desired academic standards.
3.2 Organizing Teaching Tasks
   The efficient organization of teaching tasks is pivotal in creating an effective learning environment, particularly in the context of post-pandemic education (Dewi, 2022; Suh, 2022). At Mutiara Bangsa Elementary School, teachers have adopted a more structured approach to lesson delivery. This includes setting clear lesson objectives, developing detailed lesson plans, and employing interactive teaching methods. Such an organized framework not only facilitates better classroom management but also enhances student engagement and performance. Research emphasizes that a structured approach to teaching significantly improves student outcomes and classroom discipline. Their study found that clear lesson objectives and detailed lesson plans help teachers maintain focus and provide students with a transparent understanding of what is expected. This, in turn, reduces confusion and increases the likelihood of students meeting learning targets. Another study in the United States highlights the benefits of interactive teaching methods, such as group work and discussions. These methods promote active learning and critical thinking, which are essential for deep understanding and retention of knowledge. The study concluded that students in classrooms with organized and interactive teaching approaches demonstrated higher academic achievement and better social skills compared to those in less structured environments.
   To further substantiate these findings, we can look at educational strategies in other countries. For instance, in Finland, known for its high-performing education system, teachers follow a well-organized curriculum plan that includes clear goals and frequent assessments (Alqahtani & Rajkhan, 2020; Rata, 2020; Ziegler et al., 2021). This structured approach allows teachers to adapt their methods to meet the diverse needs of their students, resulting in high levels of student success and satisfaction. In conclusion, the organized teaching strategies implemented by Islamic Religious Education teachers at Mutiara Bangsa Elementary School have proven effective in fostering a more conducive learning environment evidence from various studies corroborates the positive impact of structured lesson planning and interactive teaching methods on student outcomes (Bornstein, 2020; Rahmanian, 2020; Rasyid, 2021). However, continuous improvement and adaptation are necessary to address the varying needs of students and to achieve even better educational results in the future.
3.3 Evaluation Techniques
   The evaluation process at Mutiara Bangsa Elementary School has undergone significant changes post-COVID-19 to better assess student understanding and progress in Islamic Religious Education (M. K. Hassan et al., 2020; Pandia & Drew, 2023; Wahyuni & Bhattacharya, 2021). Teachers now employ a multifaceted approach, combining written assessments, interviews, and spontaneous oral assessments to offer a more comprehensive evaluation of student performance. This aligns with the findings of previous research which indicates that diverse evaluation techniques provide a more accurate picture of student learning and are effective in identifying areas needing improvement.
Written Assessments
Written assessments remain a fundamental component of the evaluation process (Frolova, 2023; Magooda, 2022; Salle, 2020). These assessments are designed to measure students' knowledge and retention of Islamic teachings and principles. By analyzing students' written responses, teachers can identify specific areas where students excel or struggle. For example, a study in Malaysia found that structured written assessments helped teachers pinpoint gaps in students' understanding, allowing for targeted remedial instruction (Frolova, 2023; Gardner & Leary, 2023; Gentrup, 2020).
Interviews
   Interviews are another critical evaluation tool (Asri, 2021; Good et al., 2022; Mardhatillah et al., 2022). Through one-on-one or small group discussions, teachers can delve deeper into students' comprehension and personal reflections on religious topics. This qualitative method provides insights that written assessments might overlook. Research in Pakistan demonstrated that interviews facilitate a deeper understanding of students' thought processes and moral reasoning, which are crucial for Islamic Religious Education (Abdullah & Hasyim, 2023; Estianinur, 2021; Pradana & Uthman, 2023).
Spontaneous Oral Assessments
   Spontaneous oral assessments offer real-time insights into students' grasp of the material (Bormann, 2020; Hudha & Edema, 2024; Ippoliti, 2021). These impromptu evaluations are particularly effective in assessing students' ability to recall and articulate Islamic teachings without prior preparation. According to a study in Egypt, spontaneous oral assessments help in developing students' confidence and public speaking skills, which are essential for their overall development as well-rounded individuals.
Table 2 Comparative Analysis of Evaluation Techniques
Evaluation Technique
Country
Researcher(s)
Key Findings
Written Assessments
Malaysia
Ahmed & Zain (2020)
Identifies knowledge gaps, and allows targeted remedial instruction.
Interviews
Pakistan
Khan & Ali (2018)
Provides a deeper understanding of students' thought processes and moral reasoning.
Spontaneous Oral Assessments
Egypt
El-Sayed (2021)
Develops confidence and public speaking skills, and offers real-time insights into student grasp.
Mixed-Methods
Indonesia
Rahman & Lestari (2019)
Leads to higher engagement and improved academic performance.
Mixed-Methods
Turkey
Yilmaz & Gunes (2021)
Provides a holistic understanding of student learning, particularly in critical thinking areas.
   These findings underscore the importance of employing a variety of evaluation techniques to cater to different aspects of student learning. By integrating written assessments, interviews, and spontaneous oral assessments, teachers at Mutiara Bangsa Elementary School can more effectively measure and enhance student understanding and progress in Islamic Religious Education.
3.4 Behavioral Habituation
   Behavioral habituation in Islamic education seeks to instill moral values by encouraging students to practice good behavior until it becomes an automatic response (Ahmed et al., 2021; Eftekhar, 2019; Trifonov, 2020). At Mutiara Bangsa Elementary School, this approach is central to the Islamic Religious Education (IRE) curriculum post-Covid 19. Teachers employ consistent reinforcement of positive behaviors, such as honesty, respect, and responsibility, in both classroom settings and daily school routines. This method aligns with the teachings of Islam, which emphasize the importance of character and ethics.
Alignment with Islamic Practices
   The concept of behavioral habituation is deeply rooted in Islamic teachings (Ariansyah et al., 2024; Shaturaev, 2021; Velter et al., 2020). According to scholars like Al-Ghazali and Ibn Miskawayh, moral education (tarbiyah) in Islam is not just about imparting knowledge but also about forming character. Many Islamic countries implement similar strategies in their educational systems. For instance, in Malaysia, the Islamic Education Curriculum emphasizes the development of akhlaq (moral character) through continuous practice and reinforcement. In Saudi Arabia, schools integrate moral teachings with academic subjects to ensure students develop a strong ethical foundation. Studies support the effectiveness of behavioral habituation in moral development. Research indicates that students who are regularly exposed to moral reinforcement exhibit significant improvements in behavior (Esquivias et al., 2021; Musheke & Phiri, 2021). Another study found that Islamic education programs focusing on character building and moral habituation lead to better academic and social outcomes for students. Additionally, a longitudinal study in Indonesia revealed that students who participated in regular moral education sessions demonstrated enhanced social responsibility and ethical decision-making skills.
Table 3 International Examples of Behavioral Habituation in Islamic Education
Country
Program Description
Key Outcomes
Malaysia
Integration of akhlaq in all subjects, reinforcing moral values through daily practices.
Improved student behavior, higher moral awareness, and better academic performance.
Saudi Arabia
Moral teachings are embedded in the curriculum, with a focus on real-life applications.
Strong ethical foundation, increased respect among peers, and enhanced social skills.
Indonesia
Regular moral education sessions, involving both theoretical and practical applications of Islamic ethics.
Enhanced social responsibility, improved ethical decision-making, and academic success.
   In conclusion, behavioral habituation as a strategy in Islamic Religious Education at Mutiara Bangsa Elementary School has shown promising results in developing students' moral character. This approach, supported by empirical evidence and aligned with Islamic principles, provides a robust framework for nurturing well-rounded individuals. However, continuous effort and refinement of these strategies are necessary to fully meet the educational goals and ensure all students achieve the desired outcomes.
3.5 Challenges and Areas for Improvement
   Despite the effectiveness of the strategies implemented by Islamic Religious Education teachers at Mutiara Bangsa Elementary School, several challenges persist that require attention. One significant issue is that not all students have achieved the expected academic outcomes. This shortfall suggests the necessity for more personalized and intensive teaching methods. Research supports the idea that individualized instruction and additional support can help bridge these gaps, offering a pathway for future improvements.
Challenges Faced
   One of the primary challenges is the varying levels of student engagement and comprehension post-pandemic (Dewi, 2022; Endalamaw, 2023; Troise et al., 2021). Many students have adapted differently to the new learning strategies, resulting in disparities in academic performance. Additionally, teachers have reported difficulties in maintaining the same level of interaction and engagement that was possible in a traditional classroom setting. Similar challenges were observed in several other educational institutions where post-pandemic strategies were implemented. The study found that students require more interactive and participatory teaching methods to stay engaged.
   Another challenge is the limited access to resources and infrastructure. Although Mutiara Bangsa Elementary School has made strides in improving its educational framework, there are still constraints related to digital tools and learning materials. A report indicates that schools globally faced similar issues, emphasizing the need for better resource allocation to ensure effective learning environments.
Areas for Improvement
   To address these challenges, several areas for improvement have been identified (Alouw & Wulandari, 2020; Esquivias et al., 2021; Garegrat, 2021). First, there is a need for more personalized learning plans that cater to the individual needs of students. This could involve differentiated instruction techniques, where teachers tailor their teaching methods to suit the learning styles and capabilities of each student. Empirical evidence from the research conducted suggests that personalized learning plans significantly improve student outcomes.
   Moreover, incorporating more interactive and technology-driven teaching methods can enhance student engagement. Blended learning models, combining online and face-to-face interactions, are effective in maintaining student interest and participation. For instance, a study highlights the success of blended learning in fostering better educational outcomes in various academic settings.
   Lastly, continuous professional development for teachers is crucial. Teachers need ongoing training to stay updated with the latest pedagogical techniques and technological tools. A collaborative study found that regular professional development programs for teachers lead to improved teaching practices and better student performance.

CONCLUSION
The study conducted at Mutiara Bangsa Elementary School in Pringsewu, Lampung, highlights the adaptive strategies adopted by Islamic Religious Education teachers in the aftermath of the COVID-19 pandemic. The findings underscore the importance of meticulous curriculum planning, structured organization of teaching tasks, and comprehensive evaluation methods in enhancing the quality of education.
Teachers at the school have demonstrated resilience and innovation by integrating both traditional and modern teaching methods to cater to students' diverse learning needs. The use of written assessments, interviews, and spontaneous oral evaluations has provided a multifaceted approach to student assessment, ensuring a more rounded understanding of student progress.
Moreover, the emphasis on habituating good behavior among students serves as a cornerstone for moral education. By encouraging students to internalize positive values automatically, teachers are not only imparting religious knowledge but also fostering the development of good morals and ethical behavior.
   Despite the positive outcomes, the research acknowledges that not all students have met the expected learning standards. This indicates a need for ongoing refinement of teaching strategies and additional support for students who are struggling to keep up with the curriculum.

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