The Problem of Availability of Learning Facilities in Achieving the Success of Islamic Religious Education

This research aims to analyze the problem of facility availability in achieving successful PAI learning objectives. This research uses qualitative methods and a narrative inquiry approach where data is collected through discussions and interviews. The data collected was analyzed using the Miles and Huberman model through reduction, display, and verification stages. The findings from this research will examine the problem of facility availability in achieving PAI learning objectives. For this reason, in this article, we will present what needs to be discussed regarding the problem of the availability of facilities in achieving the success of PAI learning objectives. The first is the role of learning facilities in supporting PAI learning objectives, the second is overcoming the constraints of limited facilities in the PAI learning process, and the third is overcoming the physical limitations of PAI learning facilities. The problem of the availability of learning facilities is one obstacle that can hinder achieving Islamic Religious Education (PAI) learning objectives. Limited or inadequate facilities, such as narrow classrooms, limited multimedia equipment, or libraries with minimal collections, can affect the effectiveness of PAI learning. The unavailability of adequate facilities can reduce students' interest and motivation in understanding and deepening PAI material, hinder interaction between teachers and students, and reduce the overall quality of learning. Therefore, increasing the availability of quality learning facilities is an important step to achieving PAI learning goals.


INTRODUCTION
The problem of the availability of learning facilities is a significant obstacle in achieving the success of Islamic Religious Education (PAI) learning objectives.Adequate learning facilities, such as comfortable classrooms, wellequipped libraries, and state-of-the-art learning technology, have an important role in supporting an effective learning process (Raudlah, 2019).When these facilities are inadequate or not well available, the learning process of Islamic Religious Education can be hampered.Students may find it difficult to access relevant learning resources or keep up with learning properly due to inadequate facilities.Therefore, increasing investment in learning facilities and developing educational infrastructure is very important so that the learning objectives of Islamic Religious Education can be achieved more optimally (Alfurqan & Harmonedi, 2017).
In relation to research themes relevant to the problem of availability of learning facilities in achieving the success of Islamic Religious Education learning objectives, it can be focused on "Analysis of the Impact of Limited Learning Facilities on the Effectiveness of Islamic Religious Education Teaching in Secondary Schools" This study aims to identify and analyze how limited learning facilities are, such as classrooms, libraries, and learning technology, influence the learning process of PAI in secondary schools (Yazid, 2020).This  (Rafiqie, 2022).
The study will analyze the perceptions of teachers and students using a narrative inquiry method to obtain more accurate data regarding the quality of learning facilities, obstacles faced in learning due to facility limitations, and proposed solutions to improve the availability of learning facilities that will support the effective achievement of Islamic Religious Education learning goals (Azra, 2018).
The main objective of this study is to analyze the impact of limited learning facilities on the success of achieving the learning objectives of Islamic Religious Education (PAI) (Yuliani & et al, 2020).This study aims to identify in depth how limited classrooms, libraries, and learning technology contribute to constraints in the delivery of Islamic Religious Education materials, student participation in learning, and the achievement of predetermined learning objectives.In addition, this study will direct the focus to the perceptions of teachers and students about efforts that can be made to overcome the limitations of these facilities and formulate recommendations for solutions that have the potential to increase the effectiveness of Islamic Religious Education learning through improving the availability of adequate learning facilities (Nasikhin, Shodiq, et al., 2022).Thus, this study seeks to contribute in the framework of a better understanding of the relationship between learning facilities and the achievement of Islamic Religious Education learning objectives, as well as provide practical guidance to improve the quality of Islamic Religious Education learning through the improvement of existing facilities (Daulay, 2020).
This research has a strong argument to be investigated considering the importance of the role of learning facilities in achieving the success of Islamic Religious Education (PAI) learning objectives (Nasikhin, Ismutik, et al., 2022).
Adequate learning facilities are not only a supporting element, but also a determining factor in the effectiveness of the learning .Limited comfortable classrooms and libraries rich in reading materials can hinder students' access to relevant information and reduce active interaction in learning.Meanwhile, limited learning technology can hinder the use of innovative and interactive teaching methods (Muhaimin, 2021).The argument underlying this research is the need for a deeper understanding of how these limitations impact the achievement of Islamic Religious Education learning objectives.By analyzing the perceptions of teachers and studentsThis research will provide insight into the real obstacles faced in the learning process, and formulate recommendations for solutions that can help overcome these obstacles .Thus, this research is expected not only to identify problems, but also to provide concrete guidance for improving the quality of Islamic Religious Education learning through improving targeted learning facilities (Nasikhin & Shodiq, 2021).

RESEARCH METHODS
The study employs the narrative inquiry research method to delve deeply into the issue of the availability of learning facilities in achieving the objectives of Islamic Religious Education.This approach provides a robust means of uncovering the perspectives and experiences of teachers through interviews as the primary data collection method.Interviews offer participants, namely teachers, the opportunity to share their views on the availability of learning facilities and their impact on achieving the objectives of Islamic Religious Education (Kramp, 2003).The data analysis in the narrative inquiry method involves the exploration of narrative patterns and themes emerging from interviews and collected documents.Researchers aim to understand the responses and reactions of teachers to the availability of learning facilities in attaining the objectives of Islamic Religious Education.
The analysis process includes narrative mapping, motif identification, and in-depth interpretation to unveil the layers of meaning embedded in participants' stories.Data verification in narrative inquiry is crucial to ensuring the authenticity and constraints of findings (Barrett & Stauffer, 2009).This can be achieved through processes such as providing participants with feedback on the analysis results or comparing findings with relevant literature and research.By ensuring that the collected data and findings align with the perspectives and real experiences of participants, the narrative inquiry method is expected to generate a rich and profound understanding of the issues related to the availability of learning facilities in achieving the success of Islamic Religious Education objectives (Bell, 2002).Overall, the research aims to make a significant contribution to understanding how these factors influence the success of learning objectives in the context of Islamic Religious Education.

RESEARCH FINDING AND DISCUSSION
Finding: Informant Profile Research with a narrative inquiry approach has involved four teachers as the main informants, including informants 1, 2, and 3, and 4. Informant 1 is a 41year-old academic who has earned an S2 degree.Informant 3 (S), ( 2023) explained that the role of facilities in learning is indeed very important for the comfort of students in the learning process in addition to the convenience of facilities also plays an important role in fighting for facilities for teachers in delivering material effectively."The role of learning facilities is very influential for the achievement of learning objectives in the educational environment because the existence of accommodating facilities will make comfort for students and increase enthusiasm in the learning process and facilities also play an important role for teachers to deliver material effectively." Informant 4 (EK), ( 2023)Informant 4 explained that facilities play a role in improving student learning, student experience, and honing student potential.
"Helping students to be more focused on learning, improving student learning experience, supporting students to hone their potential".
The essence of the answers from informants 1, 2, 3, and 4, the same, namely that learning facilities are very important and influential to increase potential and are one of the factors in achieving learning objectives.

Overcoming Limited Facilities in the PAI Learning
Informant 1 explained, if there are obstacles in facilities during the learning process, then change methods.Suppose the method used is the visual media method, but suddenly there is a power failure, then the method can change to reading with paper.The limitations of these facilities can interfere with the learning process and there are several impacts for students.Some of these impacts are, affecting and reducing student motivation when facilities are minimal, other impacts are affecting the results of student evaluations because the facilities affect motivation and motivation affects results."So in the learning process we must differentiate to have other alternatives, for example we tell children to make PPT and display it on the screen, but suddenly there is trouble or power failure, from that we must have other options, we cannot only rely on one learning method, must have options with digital and non-digital such as continuing to present with the method paper or something else.In addition, when the facilities are minimal while we have high goals and the process is less than optimal, it will affect the results of student evaluations because the facilities flow on motivation and motivation affects the (Informant 1 (A.T),

2023)."
Informant 2 explained that actually the facility is only as a means of support, if there are limited facilities later, the teacher will try to package the material as creatively as possible, for example with ice breaking, or game learning methods which these methods can add a new atmosphere that is fun and increase the enthusiasm for learning for students.Without having to use facilities such as digital media but still able to learn comfortably and enjoyably.
"In my opinion, the facility at least only helps, because it depends on each teacher so the challenges faced will be more, but later teachers will have high creativity in packaging learning well, for example with ice breaking, but in my opinion it is even more challenging if the facility does not exist" (Informant 2 (M), 2023).Overcoming the constraints of limited facilities in the learning process of Islamic Religious Education (PAI) is a challenge that must be faced with creativity and commitment.PAI teachers can adopt a more technology-based approach to learning by utilizing educational software, online platforms, and widely available digital resource (Adawiyah, 2021).In addition, collaboration between teachers, students, and schools in providing adequate facilities is also very important.If there are constraints in technological limitations, they can hold extracurricular activities, visits to places of worship, or invite guest speakers to broaden students' horizons without relying entirely on physical facilities.With these various efforts, Islamic Religious Education learning can remain quality and relevant, despite limited facilities (Rahayu & Kejora, 2022).

The Role of Technology in Overcoming the Physical Limitations of PAI Learning Facilities
Informant 1 explained that the role of technology is very important, especially in this day and age teachers must be literate in science and technology, technology is very helpful in the learning process.We can also connect technology with Qur'anic verses, for example, if we explain Qur'anic verses about   (Nuryadin, 2017).Through the online learning platform, students can access Islamic Education learning materials from anywhere and anytime, allowing for more flexible learning (Kartika et al., 2019).
In addition, technology also enables interaction between teachers and students virtually, thus facilitating discussion and exchange of opinions, although physical distancing is an obstacle.In this case, technology is not only a tool, but also as a means that expands the accessibility and effectiveness of Islamic From these articles, it is evident that the availability of learning facilities, teaching methods, limitations in learning resources, and school environment conditions are the primary concerns in achieving the goals of Islamic Religious Education in high schools.This research aligns with previous studies, indicating that the availability of facilities significantly influences the success of learning goals, as noted by most informants.To ensure optimal functionality and durability of facilities, adequate facilities must be supported by quality workforce.The role of teachers is integral to the success of learning, as every facility inevitably faces challenges.In emergency situations, teachers can employ various innovative methods to avoid facility operation delays.

CONCLUSION
The results of this study show that it turns out that the problem of availability of facilities is very influential on the success of learning objectives, it has been explained by each informant who broadly has the same opinion.In addition to adequate facilities, of course, it must be supported by good human resources, so that its use can be maximized both in function and durability.The role of teachers cannot be separated from supporting factors for learning success because one day there must be obstacles in these facilities and with emergency a teacher releases creative diverse methods so that it does not really matter if some facilities do not function temporarily.The expectations of informants for the future should be applied to overcome learning problems in students so that they can maximize teaching and learning activities.
The study has some drawbacks to consider.First, the limited number of resource persons may not represent how educators respond to the problem of availability of learning facilities in achieving the success of PAI learning objectives.Second, the inquiry narrative method tends to be qualitative and more open to interpretation, thus risking researcher.Therefore, it should be recognized that while this approach can provide insight into the problem of availability of learning facilities in achieving the success of PAI learning objectives in a narrative context, this weakness needs to be addressed to ensure the validity and reliability of research findings.
the command to learn science and technology, of course the technology we present in class is contemporary technology.Through the online learning platform, students can access PAI learning materials from anywhere and anytime, allowing for more flexible learning."Very instrumental for example, if we explain the verses of the Quran about the command to learn science and technology, of course the technology we present in that class is contemporary technology, inevitably we have to browse on the internet about the findings of experts in this century who have a broad impact on the world both in the fields of food, technology and so on, with the technology we are greatly helped.Through the online learning platform, students can access PAI learning materials from anywhere and anytime, allowing for more flexible learning (Informant 1 (A.T), 2023

Challenges of Availability of Learning Facilities Towards Successful Learning of Islamic Religious Education.
(Syaiful & Aswan, 2020)IN Walisongo Semarang in 2007 which has now become UIN Walisongo in the field of Islamic Education while his S2 at Wachid Hasyim University Semarang graduated in 2014 Master Program He became a teacher in Senior High School, with 15 years of teaching experience.He has also published several books, including: Express US and Budi Pekerti for SMA published by Erlangga, Islamic Religious Education and Budi Pekerti for SMA grade XI published by Bumi Aksara, Textbook of Islamic Religious Education and Budu Pekerti for grade VII SMP published by Erlangga.With the educational background and experience that has been followed by informants, we can discuss more deeply about the problems of facilities found in the school environment.Informant 2 he was a 54year-old scholar.A graduate of IAIN Walisongo, he has devoted himself to the academic world for 20 years.With a very long teaching experience, he may be an informant to discuss the problem of availability of facilities in PAI learning.Next is the 3rd informant, he is 58 years old, has taught at Madarsah Aliyah for 30 years, has earned an S2 degree.S1 he graduated from IAIN Raden Fatah the Ministry of Religion of Central Java, Instilling Character Education in Islamic Religious Education and Ethics Subjects through POKWAN TUNAS Activities to Improve the Spirit of Nationalism of Students of SMAN 1 Karangtengah Volume 7 number 4 July 2018 Journal of Islamic Religious Education, Regional Office of the Ministry of Religion of Central Java, Improving Student Learning Outcomes Zakat Material with the Help of Interactive Multimedia Through PAIKEM Strategy in Class XI.IPA.4SMAN 1 Karangtengah Volume 5The challenge of availability of learning facilities is a crucial factor in achieving learning success, especially in the subject of Islamic Religious Education (PAI).The availability of adequate facilities, such as comfortable classrooms, cutting-edge technological devices, and diverse learning resources, has an important role in improving the quality of learning(Rudiyanto et al.,   2022).Limited facilities can hinder the effective and interactive learning process, as well as affect students' active involvement in Islamic Religious Education materials.Therefore, efforts to overcome this challenge through the procurement and maintenance of adequate facilities are essential steps to ensure the achievement of optimal Islamic Religious Education learning objectives(Syaiful & Aswan, 2020).

Role of Learning Facilities in Supporting the Achievement of Islamic Religious Education Learning Objectives
The Problem ofAvailability of Learning Facilities in … Siti Fatimatus Zahro., et.al  DOI: https://dx.doi.org/10.24952/fitrah.v9i2.8833accesslearningmaterialsormaterials easily and achieve success in learning objectives."Thefacilities in our school have been very supportive, namely the first with the existence of a mosque place of worship that is supported by the presence of water that accommodates and the mosque is also representative, the second is the internet, namely hospots in each class, these two components can be used as provisions to facilitate children in learning activities in learning activities."Informant 2 (M), (2023) explained, that the role of school facilities in learning is very important because the facilities can change the classroom atmosphere to be fun and because the facilities that accommodate will shape the child's psychology to be enthusiastic in following the learning process.The facility is among comfortable and clean classrooms, smooth internet, projectors, and internet networks provided by the school.This is certainly very supportive, especially a smooth internet network that can make it easier for students to and LCD."I think it is very important because it helps participants from unpleasant to fun learning facilities that help the psychology of students for example classrooms, projectors, so I think learning facilities are very helpful to create learning." The Problem of Availability of Learning Facilities in … Siti Fatimatus Zahro., et.al DOI: https://dx.doi.org/10.24952/fitrah.v9i2.8833 in the facility is to reduce the smoothness in the delivery of material or teaching materials and the results of the achievements obtained can decrease."The conducive.In addition, look for other ways to deliver material or teaching materials using classical or traditional methods.The impact if there are obstacles )."The 2nd informant explained that technology plays an important role in the learning process with the existence of technology in today's digital era, has allowed access to Islamic Religious Education learning resources without being limited by distance and time.So teachers in this day and age have to move addictively with developments."In my opinion, the role of technology is very important, especially in the digital age like this, it will allow access to Islamic Religious Education learning resources without being limited by distance and time, also we as teachers must be addictive according to the times, so students are also not left behind in