Abstract
This study aims to examine how guided discovery learning is implemented in Islamic Religious
Education (IRE) and how it supports learner motivation, participation, and educational well-being in a
junior secondary school setting. A descriptive qualitative case study was conducted in one Grade VII
IRE class at State Junior Secondary School 17 ofJambi City, Indonesia. Evidence was generated through
classroom observation of 32 learners, interviews with the principal, one IRE teacher, and five students,
and relevant instructional documents. Iterative thematic analysis and source-technique triangulation were
used to interpret the evidence. The findings show that the teacher enacted discovery learning through
stimulation, problem identification, evidence seeking, collaborative processing, verification, and
generalization. This guided sequence promoted curiosity, peer-assisted reasoning, independent
information seeking, confidence to voice ideas, and the application of Islamic values to everyday
conduct. Peer support, school encouragement, and constructive competition enabled implementation,
whereas constrained lesson time, classroom-management demands, and unequal confidence limited
participation. The study positions guided discovery learning as a human-centered instructional system
that can broaden equitable participation and strengthen educational well-being in values-based education.
Keywords: Discovery Learning; Educational Well-Being; Islamic Religious Education; Learner
Motivation; Qualitative Case Study; Student Participation; Student Support.