Challenges of PAI Teachers in Building Student Learning Comfort at Muhammadiyah Peley Elementary School, South Totikum District

Andika Fahri; Tethy Agual; Jamaika Rawis; Waode Sumarni Laode Alim

doi:10.59890/ijatss.v4i4.201

Authors

Andika Fahri Universitas Muhammadiyah Luwuk
Tethy Agual Universitas Muhammadiyah Luwuk
Jamaika Rawis Universitas Muhammadiyah Luwuk
Waode Sumarni Laode Alim Universitas Muhammadiyah Luwuk

DOI:

https://doi.org/10.59890/ijatss.v4i4.201

Keywords:

Islamic Religious Education Teacher, Learning Comfort, Pedagogical Strategy, Elementary School

Abstract

This study aims to describe and analyze the challenges faced by Islamic Religious Education (PAI) teachers in creating a comfortable learning environment for students at SD Muhammadiyah Peley, South Totikum District. The research employed a descriptive qualitative approach to explore the phenomenon comprehensively based on the experiences and perspectives of the research subjects within their natural school context. The primary subject of the study was the PAI teacher, supported by the principal, students, and parents who were selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using interactive stages of data reduction, data display, and conclusion drawing. The findings reveal that students’ psychological dynamics and developmental characteristics at the elementary level significantly influence learning comfort in Islamic Religious Education. Students’ need for emotional security, recognition, and supportive interaction requires teachers to implement adaptive and communicative pedagogical approaches. In addition, limited facilities, instructional media, and school environmental conditions pose challenges in establishing a conducive learning atmosphere. Pedagogical strategies such as dialogical approaches, religious habituation, teacher role modeling, and varied instructional methods contribute positively to fostering a humanistic and religious classroom climate. Furthermore, collaboration between the school and parents plays a crucial role in strengthening students’ learning comfort through emotional support and value consistency between home and school environments. In conclusion, learning comfort in Islamic Religious Education is influenced not only by teachers’ pedagogical competence but also by students’ psychological conditions, the availability of educational resources, the school climate, and the synergy between school and family

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