Students’ Social Skills at MA Muhammadiyah Limbung: Enhancing Interpersonal Competence through Innovative Learning Approaches

Abstract

This study aims to describe the implementation of collaborative-based innovative learning in improving students’ social skills at MA Muhammadiyah Limbung, Gowa Regency. A qualitative descriptive approach was employed, with data collected through interviews, observations, and documentation involving teachers and students. The data were analyzed using Miles, Huberman, and Saldana’s (2014) interactive model, which includes data reduction, data display, and conclusion drawing. The findings reveal that the application of collaborative-based innovative learning fosters an active, inclusive, and participatory learning environment. Students demonstrated improvements in communication, cooperation, empathy, and problem-solving skills. Through problem-based learning and project-based learning, students were trained to collaboratively address social issues relevant to their daily lives while internalizing the values of ukhuwah (brotherhood), ta’awun (mutual assistance), and ihsan (excellence). Teachers acted as facilitators who motivated and guided students to interact positively throughout the learning process. Theoretically, these findings reinforce the theories of social interdependence (Johnson & Johnson, 2009), constructivist learning (Vygotsky, 1978), and experiential learning (Kolb, 2015), all of which emphasize that social interaction and meaningful experiences serve as foundational elements in developing students’ social skills and character. Hence, collaborative-based innovative learning in Islamic educational settings not only enhances academic competence but also cultivates students’ social and spiritual character holistically.