The Use of Student Worksheets to Foster Independent Learning Among Students at Islamic Junior High School

Abstract

This study aimed to examine classroom worksheet use, manifestations of students’ independent learning, and supporting and inhibiting factors in eighth-grade Al-Qur’an and Hadith lessons at MTsN 5 Kota Jambi. A descriptive qualitative design was employed, involving one teacher, ten students, and one vice principal for curriculum selected purposively. Data were collected through observations, semi-structured interviews, and document review, then analyzed through data condensation, data display, and conclusion drawing and verification. Credibility was strengthened through source and technique triangulation. The findings showed that worksheets supplemented teacher explanations through reading, exercises, and lesson review. Independent learning was evident in task initiation, responsibility, time management, confidence, and attempts to solve problems before seeking assistance, although these behaviors varied among students. Some students continued to wait for explanations, require reminders, or hesitate when answering independently. Supporting factors included worksheet availability, clear instructions, teacher guidance, willingness to learn, and a conducive classroom atmosphere. Inhibiting factors included differences in understanding, limited confidence, reliance on instructions, and mismatches between worksheet content and questions. The study concludes that worksheets provide opportunities for independent learning through the interaction of material quality, teacher facilitation, student readiness, and classroom conditions. The findings identify practices that support independence rather than establish improvement over time.