Conducive Learning Environment in the Perspective of Madrasah Aliyah Students in Banjarmasin City in Islamic Religious Education Lessons

Abstract

This study aims to examine how students perceive a conducive learning environment and to identify the factors that shape its development in Islamic Religious Education (PAI) learning at MAN 1 Banjarmasin. The study employed a qualitative case study approach involving purposively selected students and relevant school stakeholders. Data were collected through semi-structured interviews, observations, and literature studies. They were analyzed using the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing and verification. The findings indicate that students perceive a conducive learning environment as a combination of physical, social, and psychological conditions that support comfort, concentration, motivation, and active participation. Physical factors, including classroom cleanliness, adequate lighting, air circulation, temperature, classroom arrangement, and functional learning facilities, contribute substantially to students’ learning comfort. Social factors, particularly respectful communication, positive teacher–student relationships, peer interaction, and collaborative learning, foster psychological safety and encourage students to express opinions and participate actively. The study also identifies external disturbances, such as noise, and academic stress as factors that may reduce concentration and learning motivation. The contribution of this research lies in providing a student-centered perspective on conducive learning environments within the Madrasah Aliyah context. It highlights that physical facilities do not merely determine environmental conduciveness but emerge from the integration of physical conditions, teacher classroom management, social relationships, psychological comfort, and supportive surroundings.