Sejarah dan Konsep Dasar Psikologi Belajar dalam Pendidikan Agama Islam

Islamic Education has a very important role in shaping the character, morality and spiritual values ​​of Muslim individuals. In facing modern-day challenges, implementing a competitive curriculum is very important to ensure that Islamic Education provides optimal benefits. A competitive curriculum must be able to combine Islamic religious values ​​with contemporary educational needs and provide a comprehensive understanding to students. This article aims to explore various strategies and approaches to increase the effectiveness of Islamic religious education through the implementation of a competitive curriculum. Through a literature study approach, we present an in-depth review of concepts, challenges and solutions that can be applied in the context of Islamic religious education. We conclude that the implementation of a competitive curriculum in Islamic education has great potential to improve the quality of education, prepare students to face the challenges of the times, and form a generation of quality Muslims. Thus, this article provides comprehensive and in-depth insight into the importance of implementing a competitive curriculum in the context of Islamic religious education.

Transformasi pendidikan agama Islam (PAI) di era digital mendorong integrasi kecerdasan buatan (Artificial Intelligence/AI) dalam proses pembelajaran. Penelitian ini bertujuan mengeksplorasi peran AI dalam memperkuat nilai-nilai Islami melalui pembelajaran yang lebih personal, efektif, dan adaptif. Dengan menggunakan pendekatan kualitatif deskriptif, penelitian ini mengkaji manfaat, tantangan, dan implikasi etis dari penggunaan AI dalam PAI. Hasil penelitian menunjukkan bahwa AI mampu meningkatkan personalisasi pembelajaran, mempercepat evaluasi otomatis, dan menyediakan materi ajar interaktif yang relevan dengan kebutuhan siswa. Selain itu, AI berperan dalam memperkuat nilai-nilai Islami melalui konten pembelajaran yang kontekstual dan berbasis karakter. Kendati demikian, tantangan yang dihadapi meliputi kesenjangan literasi digital guru, keterbatasan infrastruktur, serta kekhawatiran etis terkait privasi dan bias algoritma. Oleh karena itu, penelitian ini merekomendasikan penguatan literasi digital bagi guru, pengembangan kebijakan etis, dan pengadaan infrastruktur teknologi yang memadai. Dengan pengelolaan yang tepat, AI berpotensi menjadi alat pendukung yang efektif dalam menciptakan pembelajaran PAI yang relevan, adaptif, dan berbasis nilai-nilai keislaman. The transformation of Islamic religious education (PAI) in the digital era encourages the integration of artificial intelligence (AI) in the learning process. This research aims to explore the role of AI in strengthening Islamic values through more personalized, effective, and adaptive learning. Using a descriptive qualitative approach, this study examines the benefits, challenges, and ethical implications of using AI in PAI. The results show that AI is able to improve learning personalization, accelerate automatic evaluation, and provide interactive teaching materials relevant to students' needs. In addition, AI plays a role in strengthening Islamic values through contextualized and character-based learning content. However, challenges include teachers' digital literacy gap, infrastructure limitations, and ethical concerns regarding privacy and algorithm bias. Therefore, this study recommends strengthening digital literacy for teachers, developing ethical policies, and procuring adequate technological infrastructure. With proper management, AI has the potential to be an effective supporting tool in creating PAI learning that is relevant, adaptive, and based on Islamic values.

Through Islamic character-based learning strategies, teachers can help students understand and implement moral values in Islam. Thus, this research makes a significant contribution to the development of Islamic Religious Education which focuses on the formation of students' noble morals. This research aims to examine the role of Islamic religious education teachers in improving students' noble morals through Islamic character-based learning strategies. The research was conducted using qualitative research methods with literature study. The research results show that Islamic religious education teachers play an important role in forming character and noble morals for students. Through Islamic character-based learning strategies, teachers can teach moral and ethical values in Islam effectively. Apart from that, teachers also act as role models for good behavior and attitudes, which influence students positively. Abstrak: Melalui strategi pembelajaran berbasis karakter Islami, guru dapat membantu peserta didik memahami dan mengimplementasi nilai-nilai moral dalam Islam. Dengan demikian, penelitian ini memberikan kontribusi yang signifikan dalam pengembangan Pendidikan Agama Islam yang berfokus pada pembentukan akhlak mulia peserta didik. Penelitian ini bertujuan untuk menguji peran guru pendidikan agama islam dalam meningkatkan akhlak mulia peserta didik melalui strategi pembelajaran berbasis karakter Islami. Penelitian dilakukan dengan menggunakan metode penelitian kualitatif dengan studi pustaka. Hasil penelitian menunjukkan bahwa guru pendidikan agam Islam memainkan peran penting dalam membentuk karakter dan akhlak mulia bagi peserta didik. Melalui strategi pembelajaran berbasis berbasis karakter Islami, guru dapat mengajarkan nilai-nilai moral dan etika dalam Islam secara efektif . Selain itu, guru juga berperan sebagai teladan dalam perilaku dan sikap yang baik, yang mempengaruhi peserta didik secara positif. Kata Kunci: Akhlak mulia, Peran guru pai, Strategi pembelajaran

Pre-service English teachers still need to gain the competence to develop authentic materials with Islamic values, reflected by their low perceived readiness. To reveal their readiness, this study was conducted by using narrative inquiry. The data were gathered from the storytelling of pre-service English teachers pursuing master's degrees at IAIN Kediri. Participants in this study were one male and one female student with teaching experience. The data were analyzed by using thematic analysis. The data showed that the pre-service teachers believed the readiness to develop digitalized authentic materials with Islamic values could have been more optimal. It is because of the existing instructional materials provided by the government, their lack of confidence as new teachers, and their limited autonomous access to their classes as a new teacher. English textbooks provided by the government are only general English. So, it makes the teachers follow the materials instead of developing authentic materials with Islamic values that are fundamentally needed by students studying in Islamic institutions, such as modifying the materials from books to reflect Muslim activities. Therefore, the pre-service teachers must expose themselves to integrated materials books and digital materials with Islamic values.

This study aims to investigate the development of learning strategies that are in accordance with the learning paradigm in the digital era in the context of Islamic education. The focus of this research is to integrate the use of technology with Islamic values in Islamic education. The research method used is qualitative research involving students, teachers, and related human resources. The results of the study show that the integration of technology in Islamic education can increase interactivity, student involvement, and accessibility to learning resources. The use of online learning platforms, educational applications, and other digital resources provides opportunities to enrich student learning experiences. However, it is also important to ensure that the use of this technology remains in line with Islamic values. Therefore, learning strategies that integrate Islamic values with the use of technology are very important to maintain conformity with religious teachings. In addition, this research shows that the learning paradigm in the digital era encourages collaboration and independent learning. Learning strategies that involve group work, online discussions, and collaborative projects can increase student engagement and build their social competence. Providing opportunities for independent learning by utilizing digital resources can also strengthen students' independence in acquiring knowledge. Formative evaluation and effective feedback are also an important part of developing learning strategies in the digital era. Through online learning platforms, teachers can provide real-time feedback and identify student needs in a more timely manner. This helps improve student understanding and performance. Finally, this study emphasizes the importance of developing human resource professionalism in education management. Human resources need to attend relevant training and development to acquire the knowledge and skills needed to integrate technology with Islamic education. In order to maximize the benefits of using technology in Islamic education, there is a need for continuous efforts to develop relevant learning strategies, ensure the integration of Islamic values, and strengthen HR competencies in education management. Thus, Islamic education can develop according to technological developments and prepare students well to face challenges in the digital era

The curriculum, as a system consisting of four main components, namely objectives, content, learning activities (teaching process), and evaluation (evaluation component), is an integral part of the education system. Psychology plays a crucial role in the development of school curricula, as it considers psychological aspects in the learning process. This study focuses on the psychological foundation of the Islamic Education curriculum (PAI). The research method used is literature review, which involves collecting data from various sources such as journals, books, and conference proceedings focusing on psychology and education. The development of the PAI curriculum should be responsive to students' development, including the achievement of competencies and the implementation of effective teaching methods. The PAI curriculum should be designed by considering students' psychological needs to provide an effective learning experience. This involves a deep understanding of how students learn and how they engage with learning materials. By considering psychological foundations, the curriculum can be designed to facilitate more effective and relevant learning for students. Additionally, the role of the social environment, family support, and individual motivation are also important factors to be considered in the development of the PAI curriculum to create a conducive learning environment for students. Keywords: Character Education, Islamic Education Curriculum (PAI Curriculum), Islamic Education Subject, Psychology. Abstrak: Kurikulum, sebagai suatu sistem yang terdiri dari empat komponen utama, yakni tujuan, isi (materi/konten), kegiatan pembelajaran (proses pembelajaran), dan evaluasi (komponen evaluasi), merupakan bagian integral dari dunia pendidikan. Psikologi memiliki peran yang krusial dalam pengembangan kurikulum sekolah, karena mempertimbangkan aspek-aspek psikologis dalam proses pembelajaran. Penelitian ini fokus pada landasan psikologis dari kurikulum Pendidikan Agama Islam (PAI). Metode penelitian yang digunakan adalah studi literatur, yang melibatkan pengumpulan data dari berbagai sumber seperti jurnal, buku, dan hasil konferensi yang berfokus pada psikologi dan pendidikan. Penyusunan kurikulum PAI haruslah responsif terhadap perkembangan siswa, termasuk pencapaian kompetensi dan penerapan metode pembelajaran yang efektif. Kurikulum PAI haruslah dirancang dengan memperhatikan kebutuhan psikologis siswa agar dapat memberikan pengalaman belajar yang efektif. Hal ini melibatkan pemahaman yang mendalam tentang bagaimana siswa belajar dan bagaimana mereka menghadapi materi pelajaran. Dengan mempertimbangkan landasan psikologis, kurikulum dapat dirancang untuk memfasilitasi pembelajaran yang lebih efektif dan relevan bagi siswa. Selain itu, peran lingkungan sosial, dukungan keluarga, dan motivasi individu juga merupakan faktor penting yang perlu dipertimbangkan dalam pengembangan kurikulum PAI agar dapat menciptakan lingkungan pembelajaran yang kondusif bagi siswa. Kata Kunci: Budi Pekerti, Kurikulum PAI, Mata Pelajaran PAI, Psikologi.

Students today need alternatives to rekindle Islamic values and education. Fostering Islamic values and education is not only carried out through formal educational institutions but can also be done through printed media such as literary works like novels. This research focuses on using novels as a learning medium in the context of Islamic educational values. The researcher chose the novel "Janji" because it contains numerous Islamic educational values embedded in the characters' dialogues and narratives. "Janji" by Tere Liye, rich in Islamic educational values, offers deep insights into Islamic principles that can be applied in daily life. Therefore, the researcher connects it with the relevance to students at Pondok Pesantren Mahasina Darul Qur'an Wal Hadits. The objectives of this research are: (1) To identify the Islamic educational values present in the novel "Janji" by Tere Liye; (2) To understand the depiction of Islamic educational values in the novel "Janji" by Tere Liye and their relevance to students at Pondok Pesantren Mahasina Darul Qur'an Wal Hadits. The data collection techniques used in this research are interviews and documentation. The chosen data analysis technique is qualitative descriptive analysis. The research findings based on the Islamic educational values in the novel "Janji" by Tere Liye include: firstly, the values of Aqidah, which cover faith in Allah, faith in angels, faith in the holy books, faith in prophets and messengers, faith in the Day of Judgment, and faith in divine decree and predestination; secondly, the values of worship; and thirdly, the values of morality, which include praiseworthy and blameworthy morals. These values also align with the relevance to the students at Pondok Pesantren Mahasina Darul Qur'an Wal Hadits

Abstract. Islamic Religious Education (PAI) has a strategic role in instilling multicultural values in Indonesia. This study aims to identify the learning model used in Islamic Religious Education (PAI) lessons to instill multicultural values at SMAS Budisatrya Medan. The research approach used is qualitative, using field research methods. Data collection was carried out through interviews, observations, and documentation. Data analysis was carried out through data reduction, data presentation, data verification, and drawing conclusions. The results of this study indicate that the Cooperative Learning Model has proven to be appropriate in implementing multicultural education in PAI subjects, which allows students to interact with each other across backgrounds and develop an attitude of mutual understanding. The PAI teacher’s strategy in instilling multicultural values has succeeded in building students’ awareness of the importance of tolerance and diversity. This study contributes to developing an inclusive and responsive Islamic Religious Education learning model for diversity. Abstrak. Pendidikan Agama Islam (PAI) memiliki peran strategis dalam menanamkan nilai-nilai multikultural di Indonesia. Penelitian ini bertujuan untuk mengidentifikasi model pembelajaran yang digunakan dalam pelajaran Pendidikan Agama Islam (PAI) untuk menanamkan nilai-nilai multikultural di SMAS Budisatrya Medan. Pendekatan penelitian yang digunakan adalah kualitatif dengan metode penelitian lapangan (field research). Pengumpulan data dilakukan melalui wawancara, observasi, dan dokumentasi. Analisis data dilakukan melalui reduksi data, penyajian data, verifikasi data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa Model Cooperative Learning terbukti sesuai dalam mengimplementasikan pendidikan multikultural pada mata pelajaran PAI, yang memungkinkan siswa untuk saling berinteraksi lintas latar belakang dan mengembangkan sikap saling memahami. Strategi guru PAI dalam menanamkan nilai-nilai multikultural telah berhasil membangun kesadaran siswa akan pentingnya toleransi dan keberagaman. Penelitian ini memberikan kontribusi dalam pengembangan model pembelajaran Pendidikan Agama Islam yang inklusif dan responsif terhadap keberagaman.

Abstrak Pendidikan Agama Islam secara umum dapat dipahami sebagai upaya untuk meningkatkan keimanan, pemahaman, penghayatan dan pengamalan tentang agama Islam sehingga menjadi pribadi muslim yang beriman dan bertakwa serta berakhlak mulia dalam kehidupan pribadi, bermasyarakat, berbangsa dan bernegara. Pendidikan agama Islam memiliki peran penting dan menjadi solusi utama dalam menumbuhkan dan meningkatkan kepekaan sosial anak dengan mengahayati dan mengamalkan nilainilai dan ajaran agama yang terkandung didalam al-Qur’an dan al-Sunnah. Kata kunci: pendidikan agama islam; kepekaan sosial The Role of Islamic Religious Education in Increasing Children's Social Sensitivity In Everyday Life Islamic education in general can be understood as an attempt to increase faith, understanding, appreciation and practice of Islam so that it becomes a private Muslim faith and piety and morality in personal life, society, nation and state. Islamic religious education has an important role and be the main solution to increase the sensitivity and improve the children's social mengahayati and practice the values and teachings contained in the Qur'an and Sunnah.

Management of Islamic educational institutions has an important role in shaping the quality of education in line with Islamic principles. The management model of Islamic educational institutions can become the essence and complexity of the management of Islamic educational institutions, illustrating how elements of professionalism, religious values, and dimensions of leadership combine to create a holistic educational environment. In this regard, this study aims to analyze the model and implementation of the management of Islamic educational institutions in madrasas. This research was conducted at MTs. Pendidikan Agama Islam. the research method used is descriptive qualitative. The results of research at MTs. Pendidikan Agama Islam namely, the management of Islamic educational institutions demands more than conventional managerial skills. In addition to competence in planning, organizing, supervising and controlling, religious aspects play a central role in decision making and carrying out administrative tasks. The concept of sacred intention is the main driving force, inspiring action with the aim of carrying out education as a religious deed that follows the teachings of Islam. The purpose of this paper is to describe the combination of managerial attitudes and Islamic leadership values ​​as an essential foundation.

This research is a study of the local cultural tradition integration in Islamic education that focuses on the Malam 1 Suro tradition in Petanusugi Village, Indonesia. The research was conducted through a qualitative case study, and data were gathered via in-depth interviewing, participant observation and document analysis. Key informants were also purposively selected and were religious teachers, community leaders, and educational officers. The study examines how Islamic educational structures can be made to align with culturally embedded practices while preserving theological coherence, especially the doctrine of tawhid. Results indicate a range of attitudes between firm support and outright refusal of the tradition, depending on its perceived conformity with Islamic norms. Others, such as congregational prayer or religious sermons, were considered pedagogically compatible with Islamic values. Still, other rituals that include influential gestures, such as tapa bisu (silent puberty fast), had to be revisited in theological terms. The study notes that Islamic educational values, tazkiyatun nafs, muraqabah, silaturahmi, and tauhid, can be found in traditional formats, indicating that, in fact, learning from local wisdom can be placed in the context of character and spiritual education. This research contributes to the literature on contextual Islamic pedagogy and supports the indigenization framework by providing empirical evidence of culturally responsive religious education. Practical implications include the need for policy frameworks that support curriculum adaptation, capacity-building for educators, and the development of an Islamic Cultural Education (ICE) model. These findings affirm that Islamic education can be made more inclusive, dynamic, and contextually relevant through dialogical engagement with local traditions under theological guidance.

Indonesia, as a country with cultural, ethnic and religious diversity, faces great challenges in maintaining harmony between religious communities. Islamic Religious Education (PAI) has a strategic role in instilling moral, ethical and religious values in the younger generation. However, amidst this diversity, it is important to develop an approach that can foster tolerance, mutual respect and harmony between religious communities. One approach that is relevant and effective is a multicultural approach in Islamic religious education. This research aims to explore how a multicultural approach in PAI can strengthen relations between religious communities and create a harmonious atmosphere in society. This approach not only teaches Islamic teachings in depth, but also opens up space for understanding the teachings of other religions, respecting differences, and encouraging dialogue between religions. Through a multicultural approach, it is hoped that students can understand the universal values contained in various religions, which in turn will strengthen the spirit of tolerance and togetherness. The method used in this research is a qualitative study with a phenomenological approach, involving observation, interviews and document analysis. The results of the research show that the application of a multicultural approach in PAI is able to increase mutual respect and cooperation between religious communities, as well as foster a sense of pride in their respective religious identities. Although there are challenges in implementation, such as resistance to curriculum changes and a lack of understanding of multicultural concepts, this approach has proven effective in creating a more inclusive and peaceful environment. This research contributes to the development of an Islamic religious education model that not only focuses on teaching religious teachings, but also on forming social character that strengthens harmony between religious communities. It is hoped that the results of this research can become a reference for educational policy makers to implement a multicultural approach in the Islamic religious education curriculum in Indonesia. Keywords: Islamic Religious Education, Multicultural Approach, Inter-Religious Harmony Abstrak Indonesia, sebagai negara dengan keragaman budaya, suku, dan agama, menghadapi tantangan besar dalam menjaga keharmonisan antar umat beragama. Pendidikan Agama Islam (PAI) memiliki peran strategis dalam menanamkan nilai-nilai moral, etika, dan keagamaan kepada generasi muda. Namun, di tengah keberagaman ini, penting untuk mengembangkan pendekatan yang dapat memupuk sikap toleransi, saling menghormati, dan kerukunan antar umat beragama. Salah satu pendekatan yang relevan dan efektif adalah pendekatan multikultural dalam pendidikan agama Islam. Penelitian ini bertujuan untuk mengeksplorasi bagaimana pendekatan multikultural dalam PAI dapat mempererat hubungan antar umat beragama dan menciptakan suasana yang harmonis di masyarakat. Pendekatan ini tidak hanya mengajarkan ajaran Islam secara mendalam, tetapi juga membuka ruang bagi pemahaman terhadap ajaran agama lain, menghargai perbedaan, dan mendorong dialog antar agama. Melalui pendekatan multikultural, diharapkan siswa dapat memahami nilai-nilai universal yang terkandung dalam berbagai agama, yang pada gilirannya akan memperkuat semangat toleransi dan kebersamaan. Metode yang digunakan dalam penelitian ini adalah studi kualitatif dengan pendekatan fenomenologis, yang melibatkan observasi, wawancara, dan analisis dokumen. Hasil penelitian menunjukkan bahwa penerapan pendekatan multikultural dalam PAI mampu meningkatkan sikap saling menghormati dan kerjasama antar umat beragama, sekaligus menumbuhkan rasa kebanggaan terhadap identitas agama masing-masing. Meskipun ada tantangan dalam implementasinya, seperti resistensi terhadap perubahan kurikulum dan kurangnya pemahaman tentang konsep multikultural, pendekatan ini terbukti efektif dalam menciptakan lingkungan yang lebih inklusif dan damai. Penelitian ini memberikan kontribusi terhadap pengembangan model pendidikan agama Islam yang tidak hanya berfokus pada pengajaran ajaran agama, tetapi juga pada pembentukan karakter sosial yang memperkuat kerukunan antar umat beragama. Diharapkan hasil penelitian ini dapat menjadi acuan bagi pengambil kebijakan pendidikan untuk mengimplementasikan pendekatan multikultural dalam kurikulum pendidikan agama Islam di Indonesia. Kata kunci: Pendidikan Agama Islam, Pendekatan Multikultural, Kerukunan Antarumat Beragama

This paper explores the integration of Pragmatism and Artificial Intelligence (AI) within the context of Muslim education, aiming to bridge the gap between traditional Islamic educational principles and modern, technology-driven learning methodologies. Pragmatism, with its focus on practical, experience-based learning, closely aligns with Islamic educational values that emphasise knowledge, reflection, and application in real-life scenarios. This research examines how AI can enhance the pragmatics of Islamic education by providing personalised learning experiences, fostering critical thinking, and enabling adaptive learning environments. AI tools such as intelligent tutoring systems, natural language processing, and virtual Islamic teaching assistants can offer students tailored educational pathways that respect Islamic teachings while promoting practical skills. The paper argues that the synergy between Pragmatism and AI, within an Islamic framework, can redefine educational paradigms—making Islamic learning more accessible, engaging, and relevant to contemporary challenges. It concludes with recommendations on how educational institutions, scholars, and technologists can collaborate to create AI-powered educational systems that honour both Islamic values and the principles of Pragmatism. Furthermore, this paper investigates how integrating Pragmatism and AI can enhance the relevance and effectiveness of Muslim education in the 21st century. It addresses the challenge of harmonising traditional Islamic educational values—such as the pursuit of knowledge, reflection, and real-world application—with emerging digital learning tools. Pragmatism, with its emphasis on experiential and purpose-driven education, offers a natural synergy with Islamic pedagogical principles. By leveraging AI technologies—including intelligent tutoring systems, natural language processing, and virtual teaching assistants—this research demonstrates how personalised, adaptive, and values-aligned learning environments can be developed. These AI-driven systems not only respect the foundational tenets of Islamic education but also cultivate critical thinking and practical skills essential for contemporary life. The paper proposes a forward-looking educational paradigm that bridges classical and modern learning approaches, concluding with actionable recommendations for educators, scholars, and technologists to collaboratively implement AI solutions that honour both Islamic values and pragmatic educational goals.

Islamic moderation is highly vital in any field of life especially in higher educational context. In the context of this study, the researcher employed phenomenological study by the aim to investigate policy made by policy makers in two public universities in Balikpapan and Samarinda regarding the mainstreaming Islamic moderation in their universities by using in-depth interview. Additionally, the implementation of Islamic moderation was also explored especially on the steps of planning, implementing, and evaluating the teaching and learning process of Islamic Religious Education course or what so called by Pendidikan Agama Islam (PAI) course by utilizing direct observation, field-notes, and added by document analysis. Finally, in-depth interview was conducted to highlight the challenges faced by the PAI lecturers in mainstreaming Islamic moderation in PAI course. As a result, Islamic moderation was reflected in the policy made by the policy makers at both public universities in terms of hidden curriculum. Moreover, Islamic moderation values was also revealed in every aspect of teaching and learning of PAI course including planning, implementing, and evaluating. Lastly, the PAI lecturers encountered eight barriers when implementing Islamic moderation during PAI course. Novelty and pedagogical implications were also emphasized in this research.

Qur’an is the main source of Islamic Education or Pendidikan Agama Islam (PAI) teaching materials. In the Qur'an, there are various stories repetitions that are presented well. Repeating the story allegedly has a close relationship with Islamic education learning strategy. The purpose of this study is to provide an understanding that the repetition of stories in the Qur'an can be used as a learning strategy for Islamic religious material. This library research used qualitative data. The data is in the form of primary sources, such as ‘Psikologi Kisah dalam Al-Qur’an’ book The data that had been tested were then analyzed using the content analysis approach of repetition story as PAI learning strategy. The results showed that the concept of stories repetition in the Qur’an is very relevant to be used as PAI learning strategy. The results of the study showed that the story repetition concept in the Qur'an is very relevant to the Islamic education learning strategy. These stories become part of an effective and efficient learning strategy in equipping students with various Islamic studies. The repetition taught by Allah in the Qur'an and prophet in Hadith is one of learning principles. The principle of repetition in learning should be implemented in the Islamic education. So, all methods applied in learning must use repetition.