Knowledge and Learning Teachers Toward The Implementation of Guided Inquiry Approach in Aqidah Curriculum

The guided inquiry approach is an inquiry activity where problems and various questions are raised by the teacher while the student needs to initiate the findings of the item. Therefore, the purpose of this study is to know the level of knowledge and skill of managing the Islamic Education teacher towards the implementation of guided inquiry approach based on Aqidah in high school. Also, this study also identifies the relationship between the two aspects. The methodology of this study is quantitative in the survey of 108 Islamic Education teachers. The descriptive analysis was carried out that both elements of knowledge and skills in managing teachers were at high levels. Spearman's correlation inference analysis also found that the strength of the relation between the two aspects was at a moderate positive level. Furthermore, the implication of the study found that teachers need to emphasize specifically on issues of knowledge and skills in managing the implementation of guided inquiry approaches so that they can have a positive and effective impact on students such as helping students to understand the content of the lesson in better, encourage critical cultural cognitive processes of critical thinking as well as reinforcing aqidah in the students who are increasingly worrying about the day.