MODEL PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SEKOLAH DASAR NEGERI 010 KAMPUNG TERPENCIL KABUPATEN NATUNA

The quality of education is one of the indicators of the progress and development of a region. While PAI is an important thing in the process of forming the morals of prospective human resources (HR). The purpose of this study was to analyze the implementation of PAI learning at SD Negeri 010 Kampung Terpencil, Natuna Regency. As a school located in a remote area, this is interesting to do. This study used a qualitative method, with an interpretive research paradigm that distinguishes social or cultural events that occur in the middle of the place as the subject of research. This research approach used phenomenology, which was an approach that explores experiences from collecting distant information or performance or facts. This type of research was descriptive because it was starting
point consists of a concrete description of the events experienced by the research subjects. The object of this research is SD Negeri 010 Kampung Terpencil, Natuna Regency. Data collection was carried out through three techniques, namely interviews, observations and documents. The data analysis steps started from concrete descriptions, feeling the whole, transforming and reducing, communicating findings and interpreting the findings. This study found that: (1) Islamic Religious Education learning at SD Negeri 010 Kampung Terpencil, Natuna Regency, tried to follow the K13 curriculum model, but was constrained by the lack of students and facilities. As a result, schools tended to use direct learning models with teacher-focused approaches and lecture methods. To overcome these obstacles, Islamic Religious Education teachers utilized the
surrounding environment, technology, and internal and external collaboration, so that the implementation of Islamic Religious Education learning methods became better; (2) The effectiveness of the Islamic Religious Education learning model at SD Negeri 010 Kampung Terpencil was assessed from three main aspects. First, learning activities were hampered by the lack of students and school facilities. Second, students' responses were initially less positive due to monotonous learning methods, but increased after Islamic Religious Education teachers innovated by utilizing local resources and technology, and encouraging collaboration. Third, student learning outcomes showed value representation, indicating the impact of existing obstacles on learning. Therefore, the implementation of the Islamic Religious Education learning model at SD Negeri 010 Kampung Terpencil still needs to be improved to achieve optimal
effectiveness.