Integrasi Psikologi Positif dalam Pembelajaran PAI untuk Meningkatkan Kesejahteraan Spiritual Siswa Sekolah Dasar

The development of information technology and social media has brought significant changes to educational practices, including in the learning of Islamic Religious Education (PAI). This condition demands the integration of technology that is not only oriented toward ease of access but also toward strengthening the values and goals of Islamic education. The integration of technology and social media in Islamic Religious Education (PAI) learning becomes relevant to improve the quality of the learning process, expand learning resources, and encourage active participation of students in the digital era. However, the use of technology in religious education also presents challenges that need to be addressed to ensure they do not contradict Islamic values. Based on that context, this research aims to analyze the integration of technology and social media in Islamic Religious Education and identify the accompanying opportunities and challenges. This research uses a literature study method by reviewing various scientific sources related to educational technology, social media, digital literacy, and Islamic Religious Education (PAI) learning. The study results show that the integration of technology and social media can enhance students' learning motivation, activity, and understanding thru the use of digital platforms and online learning media. However, challenges such as the digital divide, low digital literacy, and the potential for media misuse still require attention. Therefore, the integration of technology in PAI learning needs to be accompanied by strengthening digital literacy, ethical guidance, and supervision based on Islamic values so that educational goals can be optimally achieved

This study aims: to determine the background of developing self-esteem in Islamic Religious Education (PAI) learning at SMKN 1 Ponorogo; to determine efforts to develop self-esteem in Islamic Religious Education (PAI) learning at SMKN 1 Ponorogo; as well as to determine the supporting and inhibiting factors of developing self-esteem at SMKN 1 Ponorogo. This research design is qualitative. Based on the process of data collection and analysis, this research resulted in: the background for developing self-esteem in Islamic Religious Education (PAI) learning at SMKN 1 Ponorogo is because PAI teachers see that students' self-esteem is still low; efforts to develop self-esteem (self-esteem) are very effective in terms of increasing self-esteem of students. These include: games or group games, motivational video screenings, and inspirational stories; as well as supporting and inhibiting factors for developing self-esteem in Islamic Religious Education Learning (PAI) at SMKN 1 Ponorogo including: student heterogeneity, backgrounds and problems that arise in the family, readiness of students and teachers.

Academic challenges in Islamic Religious Education (PAI) learning often arise from students' limited interpersonal communication skills, which results in low engagement and ineffective meaningful interactions in the classroom. This situation becomes even more crucial when students are reluctant to express their opinions or personal experiences, resulting in passive, teacher-centered learning. To address these issues, this study aims to examine how the self disclosure model can be applied in Islamic Religious Education (PAI) learning and assess its effectiveness in improving students' interpersonal communication. Using a library research design, this study collected, reviewed, and synthesized theoretical and empirical findings from books, journals, and previous studies. Content analysis was used to obtain conceptual patterns and pedagogical implications relevant to the application of self-disclosure in the context of religious learning. The results show that structured self-disclosure—through the creation of a safe space, teacher role models, and directed sharing activities—can improve students' openness, empathetic listening skills, and social relationships among peers. This study concludes that the self-disclosure model is relevant in strengthening interpersonal communication in Islamic Religious Education (PAI) learning and provides pedagogical insights for teachers in building active, dialogic, and socially connected classes.

The purpose of this study was to determine the implementation and results of the Islamic religious education (PAI) learning strategy outside of class hours as a social laboratory and also to determine the process of monitoring and assessing religious education learning outside of class hours as a social laboratory at MI BAITUL HIKMAH KEDIRI. This research was conducted through data collection using observation, interview, and document recording techniques systematically. In addition, the research design was applied by making direct observations and recording systematically about the phenomena being investigated. Based on the results of the study, it can be concluded that learning Islamic religious education that is carried out outside of class hours is a religious activity in the context of actualizing religious education that is carried out in class hours. Learning Islamic religious education that is carried out outside of class hours such as dhuha prayer in congregation, dzuhur prayer in congregation, Friday prayer, tarawih prayer for a full month, training in reading the Koran for students who have difficulty or are unable to read the Koran properly. fluency, zakat fitrah, qurban and Islamic Holidays (PHBI) strongly support formal religious learning programs, so that students are able to apply Islamic religious education properly and correctly. Learning Islamic religious education outside of class hours uses a hidden curriculum approach, which is a curriculum that is implemented outside the structured curriculum in lessons or PBM in the classroom. Also uses active learning, where students carry out religious activities responsibly and actively and creatively. Supporting factors for learning religious education outside of class hours are relatively active students, school and parent support and adequate infrastructure. While the inhibiting factor faced by Islamic religious education teachers in carrying out Islamic religious education learning outside of class hours is that there is still a difference in the understanding of the importance of religious education compared to general lessons so that sometimes in its application in the field of religious lessons it is always secondary

This study aims to explore the implementation of differentiated learning in Islamic Religious Education (PAI) as a means of character development in the digital era at MI Al-Khoiriyah Banyuasin, South Sumatra. This study employs a descriptive qualitative approach aimed at analyzing the processes and dynamics of implementing differentiated learning in building students' character through Islamic Religious Education (PAI) in the digital era. This study employs a case study design to examine the implementation of differentiated learning in elementary schools. Data were collected through classroom observations, in-depth interviews with teachers, school principals, and students, as well as document analysis, including lesson plans and student work. The data were analyzed using Miles and Huberman's interactive model, which includes data reduction, data display, and conclusion drawing. This study concludes that the implementation of differentiated learning in Islamic Religious Education (PAI), supported by digital technology, effectively enhances students' character development. For example, through personalized learning tasks and digital platforms, students demonstrate improved discipline, responsibility, and collaboration skills, reflecting stronger character values. The use of digital media, such as educational apps and videos, enhances the understanding of religious values and fosters positive attitudes, such as discipline, empathy, and tolerance. This approach allows students to develop according to their potential, making character internalization more effective and relevant.

Purpose of the study: The purpose of this study is to identify trends and developments in research on the quality of Islamic Religious Education (IRE) learning in the period 2015–2025 using a bibliometric approach and systematic review and to reveal the main factors that contribute to improving the quality of Islamic religious education learning. Methodology: This study used bibliometric analysis and systematic review. Data were obtained from the Scopus database with related keywords. The analysis was performed using VOSviewer software for network visualization and research trends. Articles were selected based on the inclusion criteria of 2015–2025 and in English. Quantitative and qualitative approaches were used in data analysis. Main Findings: This study found that the research trend on the quality of Islamic Religious Education (IRE) learning increased significantly from 2017 to 2020, decreased in 2021, and then increased again from 2022 to 2025. The main contributing factors include teacher competence, quality management, madrasah leadership, and the integration of technology. The Total Quality Management (TQM) approach and innovation in learning methods have proven effective in improving the quality of Islamic Religious Education (IRE) learning. Novelty/Originality of this study: This study provides new insights into the global trends of Islamic Religious Education learning quality research through bibliometric analysis and systematic review. This study identifies research gaps, key factors for improving learning quality, and the integration of technology and Total Quality Management (TQM) in IRE, which have not been comprehensively discussed in previous studies.

Personal Approach as an alternative to improve the quality of Islamic Religious Education (PAI) learning. This approach works through the internalization of universal Islamic values, strengthening the spiritual dimension of students, examples of good behavior from teachers, and open two-way communication. This study aims to understand the planning, implementation, and evaluation of the application of the Personal Approach in Islamic Religious Education (PAI) learning at SMP Muhammadiyah 1 Purwokerto. This study uses a case study method with a qualitative approach to examine SMP Muhammadiyah 1 Purwokerto which is located in Banyumas Regency. Participants in this study were PAI Teachers, Principals, and Students at the school. The results of the study on the Personal Approach in Islamic Religious Education learning at SMP Muhammadiyah 1 Purwokerto identified three stages in its implementation: 1) Planning Stage, the school holds a preparatory workshop before the new school year begins 2) Implementation Stage, teachers approach students who are having difficulties one by one and then help solve the problems 3) Evaluation Stage, there are advantages and disadvantages in this approach and teachers handle it by holding remedial or providing learning outside the classroom to students.

In general, the reality that with a Senior High School ll number of teachers and a large number of students is that it is unlikely that teachers will be able to provide maximum motivation to students. A large number of students, not comparable to the number of teachers, will usually have difficulty nurturing students with maximum motivation. The aim of this research is to look at students' intrinsic motivation, students' extrinsic motivation, supporting and inhibiting factors in learning Islamic religious education. This research uses descriptive qualitative methods. The data collection techniques used are observation, interviews, and documentation with data analysis through data reduction, data presentation, and drawing conclusions and verification. The results of this research were obtained: i) the intrinsic motivation of students at Senior High School 2 Payakumbuh in learning Islamic religious education was obtained through the appreciation given by the teacher and the students' sense of responsibility. This award is motivation for students to develop and progress further in their learning process, ii) extrinsic motivation for Senior High School 2 Payakumbuh students is obtained from the motivation provided by teachers, principals, and all the environment in the school. Adequate infrastructure is one of the motivations for student learning in achieving goals, iii) supporting factors in increasing student learning motivation in learning Islamic religious education, namely students are given Islamic religious learning guidance, in the form of congregational prayers, tahfiz, reading the koran and delivering learning material. The inhibiting factor in increasing students' learning motivation in learning Islamic religious education is the lack of Islamic religious education lesson hours at school. Apart from the lack of teaching hours for Islamic religious education teachers, students who study religion are less aware of the importance of studying Islam. The results of this research can be used as initial data for future researchers in studying this problem in different contexts and issues.

The purpose of writing this work is to analyze the challenges of the modern era for Islamic religious learning and the implementation of humanism learning. Literature review as an effective approach in collecting, analyzing, and synthesizing information related to the implementation of humanism learning in Islamic religious education in the modern era. With systematic steps, this research allows the identification of relevant humanism principles, strategies, benefits, and challenges. The results of this literature review research provide a deep understanding and an important contribution to the development of Islamic religious education following the demands of the times. This method also offers a strong theoretical foundation for understanding the relationship between humanism and Islamic education. The result of this research is that Islamic learning in the modern era is faced with complex challenges such as the integration of technology with religious values and contextual understanding in a multicultural environment. Solutions that can be applied include developing an online learning platform that pays attention to religious values and prioritizes inclusive interfaith understanding. Strengthening the religious-based character of education and integrating Islamic religious studies with other subjects in an interdisciplinary attitude is also important in answering this challenge. The implementation of humanism learning can form inclusive, empowered, and noble generation learning in Islamic religious education, but challenges such as the integration of humanist values with religious teachings and improving the quality of education need to be overcome to succeed.

Islamic religious education is very important in the current era of globalization. To improve the quality of teaching and learning in Islamic religious education learning, effective educator strategies are needed. The purpose of this study is to identify educators' strategies that can improve the quality of teaching and learning in learning Islamic religious education in the era of globalization. This research uses a qualitative research method using a descriptive approach. Data were collected through various sources such as journals, books, articles and other sources. The results showed that there are several effective educator strategies in improving the quality of teaching and learning in learning Islamic religious education in the era of globalization. In addition, educators need to apply student-centered teaching methods. In the context of learning Islam, this can be done by providing space for students to share their experiences and understanding of Islam. This approach allows students to be actively involved in learning and strengthens their understanding of religious values. Effective educator strategies in improving the quality of teaching and learning in Islamic religious education learning in the era of globalization involve the use of approaches that emphasize the global context, the utilization of information and communication technology, and the application of student-centered teaching methods

Islamic education learning at the elementary school level is one type of learning that focuses on instilling students' spiritual values. This research aims to improve elementary school students' learning outcomes in Islamic religious education learning by implementing an articulation type cooperative model. This research uses a classroom action research method with a Kemmis & Mc Taggart design. This research step in each cycle consists of four, namely planning, action, observation and reflection. The subjects of this research were fourth grade elementary school students. Data was collected using observation and test techniques. The research results show that the application of the articulation type cooperative model can improve student learning outcomes in Islamic religious education learning in elementary schools. Therefore, this learning model can be used as an alternative solution to the problem of low student learning outcomes in Islamic religious education learning in elementary schools.

Abstract: Learning of Islamic Education aims to make a religion and good people, piety and noble in practicing Islamic religious values. Learning of religious education uses two kind, they are intrakurikuler and extracurricular activities. Madrasah Diniyah is one of learning of Islamic Education which is use extracurricular, and will applied in State Elementari school 1 Pejogol. The results of this study indicate that the learning of Islamic Religious Education of Madrasah Diniyah program in State Elementary school of 1 Pejogol, Cilongok, Banyumas. That shows there are three stages implemented, namely planning, implementation and evaluation. The methods of teaching uses by Madrasah Diniyah teachers lecture are, learning task method, question and answer method, singing and demonstration, sorogan and rote. The use of instructional media in Madrasah Diniyah program utilizes the existing facilities in class ie blackboard and markers, and uses al-Quran, Iqra or Islamic books brought by the students themselves.
 Keywords: Learning Islamic Religious Education, Madrasah Diniyah.

Islamic Religious Education (PAI) learning in elementary schools requires appropriate methods so that students not only understand the material, but are also able to remember and practice it in everyday life. However, in practice, low student learning outcomes are still found due to the lack of variety in learning methods and the minimal active involvement of students in the teaching and learning process. Therefore, it is necessary to apply learning methods that can increase student motivation and learning outcomes, one of which is through the Repetitive Method Learning Method. The purpose of this study is to describe: (1) the application of the Repetitive Method Learning Method, (2) the improvement of student learning outcomes in PAI subjects at SDN 12 Kinali, and (3) supporting and inhibiting factors in the application of the Repetitive Method Learning Method in improving student learning outcomes in PAI subjects at SDN 12 Kinali. This study uses a descriptive approach with a qualitative field research type. The data sources in this study consist of primary data and secondary data obtained through interviews, observations, and documentation techniques directly in the field. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions using data triangulation and source triangulation techniques to ensure data validity. The results of the study showed that: (1) the application of the Repetitive Method Learning Method in Islamic Religious Education learning at SDN 12 Kinali went well, marked by teacher readiness before the learning process, such as preparing lesson plans, student worksheets, and textbooks; (2) the use of the Repetitive Method Learning Method was able to increase student motivation and learning outcomes in Islamic Religious Education subjects; and (3) supporting factors for the application of this method include teacher commitment and teamwork, while the inhibiting factors were the lack of teamwork and low teacher commitment in implementing learning.

Audio visual media in islamic religious education learning in schools as the main step to help create effective and efficient learning. Schools have an important role in making students who have noble morals and good character through the implementation of audio visual media in islamic religious education learning at smp islam terpadu nurul qur'an tegalwaru karawang west java.the focus of this study is to determine how the implementation of audio-visual media in islamic religious education learning at the integrated islamic junior high school nurul qur'an tegalwaru karawang, west java, how the learning motivation of students at the integrated islamic junior high school nurul qur'an tegalwaru karawang, west java, and how the implementation of audio-visual media in islamic religious education learning increases the learning motivation of students at the integrated islamic junior high school nurul qur'an tegalwaru karawang, west java.this research method uses a qualitative approach. This type of research is a case study. Then seen from the data collection techniques in this study using observation, interview, and documentation techniques. While the techniques in data analysis used are data reduction, data presentation, and drawing conclusions.the results of the research conducted by researchers regarding the implementation of audio-visual media in islamic religious education learning in increasing student learning motivation at smp islam terpadu nurul qur'an tegalwaru karawang west java. The implementation of audio-visual media in islamic religious education learning can help achieve the school's vision to become an educational institution that excels in academics and religion. The implementation of audio-visual media in islamic religious education learning using audio-visual media can increase student learning motivation and help students understand islamic religious education material more easily and effectively. The implementation of audio-visual media in islamic religious education learning in increasing student learning motivation can be a good step to help improve the quality of education and the reputation of educational institutions.

Background: This article is a literature review aimed at analyzing and explaining the contextual approach in enhancing the effectiveness of Islamic Religious Education (IRE) learning in Elementary Schools (ES). Purpose: The contextual approach is a teaching method that emphasizes the relevance of learning materials to students' daily lives and environments. In the context of IRE, this approach involves connecting Islamic religious lessons with life situations and Islamic values relevant to ES students. Method: Through a comprehensive literature review, this article explores previous studies and research involving the curriculum and teaching methods of IRE in ES using a contextual approach. This literature review covers various aspects, such as comparing the effectiveness between contextual and conventional approaches, their impact on understanding Islamic religion, students' learning interest, and participation in IRE learning. The article also discusses the challenges and opportunities in implementing the contextual approach in IRE learning in ES, including teachers' perspectives, required curriculum changes, and support from the school environment and families. Result: The results of this literature review indicate that the contextual approach can enhance the effectiveness of IRE learning in ES significantly. The relevance of learning materials to students' daily lives motivates them to be more engaged and to better appreciate Islamic values. In conclusion, the contextual approach has the potential to make a positive contribution to the development of IRE learning in ES. Conclusion: This article provide valuable insights for educators, researchers, and policymakers in the field of Islamic education, and encourage more empirical research to support and strengthen the findings of this literature review.