Islamic Religious Education in Indonesia: Roles, Implementation, and Methods in Shaping Islamic Character in the Modern Era

This study aims to analyze the role of the Islamic Religious Education (PAI) curriculum as a fundamental pillar in shaping students' Islamic character in the era of globalization. Utilizing a library research method, data were collected from various academic literature sources, including scholarly journals, books, and official documents published within the last five years. The findings indicate that the PAI curriculum significantly contributes to the internalization of moral, social, and spiritual values among students. Strategies such as project-based learning, extracurricular activities, and the reinforcement of Islamic values have proven effective in shaping students’ Islamic character. However, the implementation of this curriculum faces challenges, including limited resources, inadequate teacher training, and insufficient time allocation for Islamic character education. The study concludes that the development of an adaptive PAI curriculum is essential to meet contemporary needs, integrating technology and value-based approaches. Furthermore, this research provides practical implications, emphasizing the need for innovative teaching methods, continuous teacher training, and supportive policies to ensure the effectiveness of the PAI curriculum in fostering a generation with strong Islamic character, capable of navigating modern challenges.

Islamic Religious Education plays a vital role in shaping the Islamic character of students through the implementation of a value-based curriculum. This curriculum emphasizes not only cognitive aspects but also affective and psychomotor elements, enabling the internalization of Islamic values in students’ daily lives. This study aims to analyze the effectiveness of implementing a value-based IRE curriculum in shaping students' Islamic character. The method used is a literature review by analyzing various scientific journals related to the topic. The results of the study indicate that the implementation of the value-based IRE curriculum is effective in shaping students' Islamic character, with indicators such as improved noble morals, discipline, responsibility, and social awareness.

Islamic Religious Education (PAI) plays a pivotal role in shaping students' Islamic character as a foundation for ethical and moral behavior aligned with Islamic values. This study aims to explore strategies for strengthening the PAI curriculum to foster Islamic character among students. A qualitative approach is employed, utilizing literature reviews, observations, and case studies to identify effective strategies. The findings highlight five key strategies: (1) integrating Islamic values into learning materials in Islamic Religious Education and Civic Education subjects; (2) habituating Islamic character values through daily school activities; (3) empowering extracurricular activities as a medium for internalizing Islamic principles; (4) establishing an Islamic school environment through exemplary behavior of teachers and school staff; and (5) monitoring and guiding students' behavior to ensure character development. These strategies are found to significantly enhance the formation of students' Islamic character, enabling them to navigate the challenges of globalization without compromising their moral identity. This research provides practical insights for educators and policymakers in designing and implementing an effective PAI curriculum.

Islamic Religious Education (PAI) in Indonesia has a long history, reflecting the dynamics of social, political, and cultural changes from the colonial era to the digital era. During the Dutch colonial era, Islamic education experienced strict restrictions, while during the Japanese occupation, it was given more flexible space even though it was full of ideological interests. After independence, PAI underwent a significant transformation with its official entry into the national education system, accompanied by the formation of the Ministry of Religion as an institution managing religious education. In the digital era, Islamic education faces new challenges in the form of unverified religious information flows, so that digital literacy becomes important in maintaining the integrity of Islamic teachings. This study uses a descriptive qualitative approach with a library research method. Data were obtained from academic literature, regulations, and official government documents and educational archives. The analysis technique used is content analysis with a focus on identifying patterns of development of Islamic Religious Education in Indonesia from the pre-independence, post-independence, to the contemporary era based on technology. This study also examines the challenges faced in each period and how Islamic education responds to these changes adaptively and contextually. The results of the study show that Islamic Religious Education continues to evolve both in terms of policy and pedagogical approach. From traditional forms such as Islamic boarding schools that focus on teaching classical books, to a formal education system based on the national curriculum, and now towards digital technology-based innovation that supports reflective and contextual learning. Thus, Islamic Religious Education in Indonesia shows its resilience as an important instrument in the formation of relevant Islamic character and identity amidst the challenges of the times.

Islamic religious education is a branch of education that focuses on learning the concept of spirituality and a divine approach based on two main laws, namely the Al-Quran and Hadith. Islam makes character or moral values an important teaching that should be the identity of every Muslim and Muslimah. Meanwhile, the implementation of PAI in learning is aimed at paying attention to morals and attitudes that can later form students' Islamic character. This article contains an explanation of the implementation of Islamic religious education which concretely affects the development of students' Islamic character at the school level and the factors that influence the success or failure of the implementation of Islamic religious education in shaping Islamic character as seen by Pondok Pesantren Darul Ikhlas. This article aims to increase understanding and implementation of Islamic religious education that can concretely influence the formation of Islamic character. This article is examined in the form of qualitative methods through interviews, documentation, and observations which are then compiled according to critical analysis so that appropriate data is obtained. The results of the research itself get a positive impression of the success of the school under study in shaping students' Islamic character through the proper implementation of Islamic religious education.

This research discusses the role of Islamic Religious Education (PAI) teachers in shaping students' Islamic character through the BAMALAM Program at Sekolahalam Minangkabau in Padang City. In a digital era full of moral and social challenges, character education is an urgent need for students. This study uses a qualitative approach with a case study method to understand the role of Islamic Religious Education (PAI) teachers in internalizing Islamic values through nature-based camping activities. Data were collected through interviews, observations, and documentation by involving teachers, principals, and students as participants. The results showed that Islamic Religious Education (PAI) teachers have a strategic role in shaping religious, independent, tolerance, cooperation, discipline, responsibility, and environmental care characters in students. This character building is realized through activities such as congregational prayer, tadarus Al-Qur'an, spiritual reflection, independent cooking, nature exploration, and the practice of caring for the environment. Although there are challenges such as the diversity of student characters and time constraints, Islamic Religious Education (PAI) teachers are able to overcome them with an inspirational and exemplary-based approach. In conclusion, the BAMALAM Program is an effective tool in building students' Islamic character, where the role of Islamic Religious Education (PAI) teachers as spiritual companions, motivators, and facilitators greatly contributes to the success of this program in forming a noble and responsible generation.

Renouncing the reality of plurality and multiculturality can provoke religious violence and social conflicts. The emergence of violence might have been one of the consequences of the deteriorating role of education, particularly the religious education, in the society. As part of the national education system in Indonesia, religious education bears on its shoulders the responsibility to propagate the values of plurality and multiculturality. It also disseminates other related values such as inclusiveness and tolerance, which are of paramount significance in building a society characterised by peace, harmony, solidarity, and respect to people of different cultures and religions. It is therefore an important role of Islamic Religious Education and Catholic Religious Education in Indonesia to cultivate ways of thinking that support plurality and multiculturality. This article analyses degrees of integration of plurality and multiculturality understanding in the 2013 curricula of Islamic Religious Education and Catholic Religious Education in high schools. The students’ better understanding of plurality and multiculturality can help them promote the above mentioned values as part of God-given reality in the society.

Islamic religious education, especially Fiqh, has an important role in shaping the character of students amid the rampant moral problems in society. At MA Ma’rif Pandaan Durensewu, Fiqh instruction not only focuses on teaching Islamic law but also aims to develop students' religious, disciplined, honest, and responsible character. This study employs a qualitative method with a case study approach to deeply investigate the Fiqh learning strategies implemented at the school. Through direct observation and interviews with Fiqh teachers on November 6, 2024, this research explores how learning strategies involving habituation, role modeling, and worship activities can foster Islamic character in students. The results of the study show that the learning strategies implemented at MA Ma’rif Pandaan Durensewu successfully instill values of discipline, responsibility, and Islamic morals through various activities such as congregational prayers, Qur'an recitation, and dhikr. Additionally, the teachers' role modeling of honesty, responsibility, and discipline significantly contributes to shaping students' noble character. However, there are several challenges encountered, such as the lack of adjustments to students' varying levels of understanding, limited educational technology, and restricted time for in-depth material discussions. Despite these challenges, Fiqh teachers at MA Ma’rif Pandaan Durensewu continuously strive to refine learning strategies to be more effective in fostering students' Islamic character.

Islamic religious education in Indonesia plays an important role in shaping the character and morals of the younger generation. The Islamic religious education curriculum not only teaches religious knowledge, but also aims to form students who are able to practice Islamic values in their daily lives. This article explores the role of curriculum in the development of Islamic religious education values in madrasah and Integrated Islamic Schools (SIT). Through a literature study and descriptive qualitative research method, this study investigates how the concept of tarbiyah, i.e. comprehensive education and character building, is integrated in the Islamic religious education curriculum. Primary data was obtained through interviews and observations with participants from madrasahs. The results show that despite challenges in its implementation, such as adaptation to contemporary Islamic values and adjustment to students' learning styles, the curriculum succeeds in shaping students' characters with integrity and commitment to religious values. This article contributes to understanding the importance of Islamic religious education in shaping a young generation that is ready to face the challenges of the times by holding fast to religious values.

This study aims to examine the urgency of the role of Islamic Religious Education teachers and BK teachers in shaping students' noble character at MAN 1 Rangkasbitung Lebak Banten. In the context of Islamic education, the formation of noble character is the main goal of educational institutions. However, the phenomena of globalization, technological developments, and free association are challenges in shaping students' character. This study uses a qualitative approach with a case study method. Data collection was carried out through observation, in-depth interviews with Islamic Religious Education teachers and BK teachers, and documentation. The results of the study indicate that Islamic Religious Education teachers play an important role in developing character-based learning and the habituation of noble character, while BK teachers play a role in character-based classical guidance services, individual and group mentoring, and home visit and parenting programs. The main challenges in shaping students' character include the negative influence of social media and the internet, limited time allocation for Islamic Religious Education learning, and lack of optimal support from the family environment. This study concludes that collaboration between Islamic Religious Education teachers and BK teachers is very important in shaping students' noble character through a comprehensive approach involving the madrasah, family, and community

Background: The increasing importance of character education, especially in an Islamic context, has prompted a closer look at Islamic Religious Education (PAI) in shaping students' moral values. Purpose: This study examines the implementation of PAI at PESAT High School in Bogor, focusing on its role in shaping students' Islamic character and nurturing their talents and interests. Method: Using a qualitative case study approach, data was collected through observations, interviews, and document analysis. Result: The findings reveal that PAI integrates Islamic values into character formation, promotes ethical conduct, and nurtures students' talents through Islamic-based extracurricular activities. Additionally, PAI influences students' behavior, fostering a stronger commitment to Islamic principles. Conclusion: This research underscores the critical role of structured Islamic education in fostering holistic student development, offering valuable insights for enhancing PAI programs to achieve both religious and academic excellence.

This research aims to determine the methods that teachers and parents can use in teaching Islam to improve students' Islamic character. Education is the main foundation in forming an individual's character, especially for students. Islamic religious education has a significant role in instilling noble values ​​in students from an early age, with the aim of producing a generation with noble character in accordance with Islamic teachings. This article explores the crucial role of Islamic Religious Education in developing positive character in students, as well as effective strategies for implementing language in the educational environment. First, Islamic Religious Education instills strong aqidah values ​​in students. This literature research uses qualitative methods. Data was collected through observation and surveys. Data analysis is carried out naturally without measuring observations in numbers with certain statistics. Some important people are internalized, while observations and interviews provide information about the main people responsible for caregiving. through early childhood parenting patterns, as well as techniques for instilling Islamic character traits in early childhood. The results of this research show that (1) Islamic religious education learning methods for teachers and parents improve the quality of Islamic character through example, direct teaching, praise, persuasion, good habits and memorization in schools, families and other places. in the form of independent, integrated and comprehensive learning activities; (2) Kindergarten aged children are educated with several important Islamic characteristics, such as monotheism education, faith, practice of worship and culture of etiquette, noble morals, and learning the Koran

Islamic Religious Education has a very important role in the formation of Islamic character. This education offers a holistic approach that aims to create individuals who not only understand the teachings of the religion but are also able to apply them in various aspects of life. Thus, Islamic Religious Education has a strategic role in shaping Islamic character, especially in the challenging modern era. This research aims to identify the distinctive characteristics of PAI and explore its contribution in shaping individuals in accordance with Islamic values. The main problem raised is how the distinctive characteristics of PAI can be implemented effectively to create a balanced character between spiritual, moral, intellectual, and social aspects. The research method used is literature review and critical analysis of various relevant sources. The results of the study show that PAI is not only normative but also applicative, offering a holistic approach that emphasizes the understanding and application of Islamic values in daily life. This article also identifies key challenges in the implementation of PAI, such as the relevance of the curriculum to the needs of the era of globalization, as well as providing solutions based on an integrative and contextual approach. This study concludes that PAI plays an important role as an instrument for the formation of a generation with Islamic character, noble character, and firm faith, as well as being able to make a positive contribution to modern society.

Islamic education has a broader goal than simply transferring knowledge, namely forming morals and spirituality that are in accordance with religious teachings. The concept of tarbiyah, which means educating, nurturing and nurturing, emphasizes the formation of Islamic character through a curriculum based on the Koran and Al-Hadith. This research aims to understand and evaluate the implementation of the tarbiyah concept in the Islamic religious education curriculum in madrasas. Through a qualitative descriptive approach, data was obtained from interviews, observations and documentation involving several madrasa teachers. The research results show that the tarbiyah concept is integrated through learning methods and daily activities that reflect Islamic values. Even though there are challenges in its implementation, such as limited time and lack of support from the environment outside the school, regular evaluations of the effectiveness of tarbiyah show that this approach is effective in shaping students' Islamic character. This research provides an important contribution in understanding how the Islamic religious education curriculum can form individuals who have noble character, faith, and are ready to face the challenges of the times as God's caliphs on earth.

Religious moderation plays an important role in multicultural societies like Indonesia, especially when faced with challenges of intolerance, radicalism, or extremism. Through Islamic Religious Education, students' moderate attitudes can be formed to strengthen tolerance and harmony in the midst of diversity. This research aims to identify and analyze the role of students in strengthening religious moderation through Islamic religious education in Indonesia and the element of novelty in this research is an in-depth exploration of how students can act as agents of change in strengthening moderation with Islamic Religious Education in the midst of challenging times. This research uses a qualitative method of library research type with data collection techniques through understanding theories from books, journals, or other relevant sources. After the data is obtained, it will be studied in depth with descriptive qualitative data analysis techniques that obtain the results of his research, namely students have a strategic role in strengthening religious moderation through Islamic Religious Education in Indonesia. So, students can respond positively to policies regarding religious moderation and realize a harmonious social life.