Exploring the Community-Based Learning (CBL) among Islamic Education teachers (IETS) at selected schools in Selangor

Community-Based Learning (CBL) connects academic learning with real-world experiences through community involvement. This study examines how Islamic Education teachers (IETs) in selected schools in Selangor, Malaysia, understand and apply Community-Based Learning, as well as the challenges they experience. Using a qualitative approach, five teachers were interviewed to gain insights into their experiences. The findings showed that while teachers view Community- Based Learning as beneficial for student engagement and moral development, its implementation varies due to different interpretations and institutional constraints. Teachers incorporate Community-Based Learning into lessons by addressing community issues, engaging in religious activities, and involving students in their activities. However, challenges such as limited resources, lack of training, and time constraints hinder its effective implementation. To enhance CBL in Islamic Education, this study suggests improving teacher training, increasing institutional support, and developing structured Community-Based Learning frameworks. Strengthening these areas will facilitate the integration of Community-Based Learning into the curriculum, enabling students to gain both academic knowledge and practical social skills.