Inquiry-based learning method: Is it effective in improving madrasah teacher social competence in student-centered learning
https://doi.org/10.63826/jiire.v1i1.4
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Abstract
This study aims to explore whether increasing the use of inquiry-based learning (IBL) by Madrasah Aliyah teachers in Indonesia improves the social competence of madrasah teachers in learning. Using data collected from IBL intervention program, this study used a quasi-experimental method to assess how IBL is associated with teachers’ social competence, and analyzed using a difference-in-difference design. Generally, the social competence of madrasah teachers is only considered as a determinant of the practice of teaching Islamic religious education, but we found that the social competence of madrasah teachers can be positively influenced by the increased use of IBL in learning. Among the madrasah teacher social competence subscales, IBL is positively related to student engagement and teaching in learning. Analysis using student data shows that students’ positive responses to Islamic religious education learning practices can mediate the relationship between IBL and the social competence of madrasa teachers. This research has implications for the development of the IBL model in improving the social competence of madrasa teachers in learning Islamic religious education.
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