Aug 2026· Journal of Islamicjerusalem Studies· pp. 213-224· 0 citations· 27 references
Abstract
This study describes the transformation of the Islamic Religious Education (PAI) learning model through a constructivist approach at SMP Negeri 1 Pekalongan. The study departs from the persistence of lecture-oriented, memorization-based PAI learning, which often limits students' opportunities to construct meaning, discuss religious values, and connect Islamic teachings to daily life as Gen Alpha learners. A qualitative case study design was used, with two PAI teachers as the only informants, purposively selected because they directly design and implement PAI learning. Empirical data were enriched through in-depth interviews with the two teachers, classroom observations, and documentation of teaching modules, learning activities, and student learning products. The data were analyzed using Miles and Huberman's interactive model through data condensation, data display, and conclusion drawing, while validity was strengthened through technique triangulation, member checking, and peer discussion. The findings show three main forms of transformation: a gradual shift from teacher-centered explanations to guided, student-centered learning; the use of cooperative, project-based, and problem-based learning, as well as inquiry, in selected PAI materials; and stronger student participation, collaboration, and reflective understanding of Islamic values. The implementation remains constrained by limited time, heterogeneous student readiness, classroom management demands, and the need for more consistent reflective assessment. This study confirms that constructivism is relevant for contextual and value-oriented PAI learning when guided by clear Islamic educational objectives.
This study explored the implementation of web-based learning in IRE, focusing on its contribution to student engagement and learning autonomy. A descriptive qualitative approach within an interpretivist paradigm was employed. Data were collected at Junior high school (SMP) Daarul Rahman Tempuling, Riau, Indonesia, through classroom observations, semi-structured interviews, document analysis, and field notes involving two Islamic Religious Education teachers, one school principal, and nine Grade VII students selected using purposive sampling. The data were analyzed using Braun and Clarke’s six-phase thematic analysis. The findings revealed three major themes. First, web-based learning transformed instructional practices by promoting more interactive, flexible, and student-centered learning through digital platforms such as Google Classroom, Google Forms, and YouTube. Second, although internet connectivity, digital literacy, and infrastructural limitations remained significant challenges, teachers adapted instructional strategies to sustain learning activities. Third, web-based learning enhanced student engagement and learning autonomy by encouraging active participation, improving access to learning resources, and extending learning beyond classroom instruction. This study contributes to the growing literature on digital learning in Islamic Religious Education by providing qualitative evidence that web-based learning can support pedagogical transformation while strengthening student engagement and independent learning within the context of Islamic junior secondary schools.
Putra Ali Muhamad, Dewi Hasanah· Women, Education, and Social...· 0 citations
The rapid development of digital technology has significantly transformed educational practices, including Islamic Religious Education (PAI) teaching in secondary schools. However, many PAI teaching processes still rely on conventional, teacher-centered approaches that are less responsive to the characteristics of digital-generation students. This study aims to analyze the transformation of PAI teaching in senior high schools by examining pedagogical changes, digital technology integration, and character building in the learning process. This study used a qualitative approach with a case study design conducted in three secondary schools in Bojonegoro Regency, Indonesia. Participants consisted of PAI teachers, principals, and students selected through purposive sampling. Data were collected through in-depth interviews, classroom observations, and document analysis. The results show that the transformation of PAI teaching has gradually shifted toward student-centered learning through collaborative learning, reflective discussions, and contextual learning practices. The use of digital media such as interactive videos, online learning platforms, and multimedia presentations has also increased student engagement and motivation. In addition, character education has been integrated into learning through discussions on social ethics, digital literacy, and religious values in everyday life. However, several obstacles remain, including limited digital competency among teachers, uneven technological infrastructure, and resistance to pedagogical change. The novelty of this study lies in its integrated analysis of pedagogical transformation, the use of digital technology, and character education in Islamic Religious Education (IS) learning in secondary schools. This study contributes both theoretically and practically to the development of innovative and contextual Islamic education models in the digital era.
N. Rohman, Nurvianti Cholid, M. Husna· Chalim Journal of Teaching a...· 0 citations
This study aims to analyze the integration of Ngasa traditional values into Islamic Religious Education (IRE) learning at SDN 2 Cisereuh, Brebes Regency, and to identify the strategies, supporting factors, and inhibiting factors involved in the process. The study employed a qualitative approach with a case study design. Data were collected through observations, interviews, and documentation involving IRE teachers, the school principal, and Jalawastu traditional leaders. Data were analyzed using the interactive model of Miles and Huberman, consisting of data condensation, data display, and conclusion drawing. The findings reveal that IRE teachers integrate Ngasa traditional values, particularly togetherness, mutual cooperation (gotong royong), and deliberation (musyawarah), into learning materials, learning processes, teaching materials, and instructional media. These values are contextualized with Islamic teachings, enabling students to understand religious concepts through their socio-cultural experiences. The integration process is supported by students’ enthusiasm, parental support, community participation, and teachers’ understanding of local cultural values. However, several challenges remain, including the limited availability of local culture-based learning resources, the absence of local cultural content in the curriculum, and insufficient professional development related to local wisdom-based learning. This study concludes that the Ngasa tradition serves as a relevant and meaningful source of values for strengthening Islamic Religious Education while contributing to the preservation of local cultural heritage.
Ahmad Abdul Rochim, Sukiman Sukiman, Zainal Arifin· Qalamuna. Jurnal pendidikan,...· 0 citations
The focus of adaptive teaching models has so far been dominated by formal school environments, while empirical analysis of their implementation in non-formal tutoring institutions remains very limited. This issue highlights the importance of reconstructing out-of-school pedagogical governance to equitably address the diversity of children's characteristics. This study aims to explore the implementation of a differentiated learning model in Islamic Religious Education (IS) to achieve inclusive student learning. The research steps were carried out using a descriptive qualitative approach through a structured phenomenological design. The actual data collection procedure was collected in-depth from five tutors and thirty-five students at the Les Asifa Tutoring Institute through field observations, interviews, and written documentation, which were then analyzed using thematic methods. The research findings indicate that the differentiation strategy successfully operated through flexible class classification based on student learning readiness, including small-group intervention classes, intensive classes, and advanced classes. This synergy proved effective in increasing emotional participation, intrinsic motivation, and self-confidence in children without any social discrimination. The main conclusion confirms that this teaching model successfully realized an inclusive ecosystem through substantive modifications to the content, process, and product aspects that were adaptive to individual needs. Tutoring practitioners are recommended to draft teaching modules based on mapping students' initial abilities on a regular basis to ensure the continued quality of contemporary educational processes.
ABSTRAK
Fokus model pengajaran adaptif sejauh ini masih didominasi oleh lingkungan sekolah formal, sedangkan analisis empiris mengenai penerapannya di lembaga bimbingan belajar non-formal masih sangat terbatas. Masalah tersebut memicu pentingnya rekonstruksi tata kelola pedagogis luar sekolah guna merespons keberagaman karakteristik anak secara adil. Penelitian ini bertujuan mengeksplorasi implementasi model pembelajaran diferensiasi dalam mata pelajaran Pendidikan Agama Islam untuk mewujudkan inklusivitas belajar siswa. Langkah-langkah penelitian dijalankan menggunakan pendekatan kualitatif deskriptif melalui desain fenomenologi yang terstruktur. Prosedur pengumpulan data aktual dihimpun secara mendalam dari lima tutor dan tiga puluh lima siswa di Lembaga Bimbingan Belajar Les Asifa melalui teknik observasi lapangan, wawancara, serta dokumentasi tertulis, yang selanjutnya dianalisis menggunakan metode tematik. Temuan penelitian menunjukkan bahwa strategi diferensiasi berhasil dioperasikan melalui pengklasifikasian kelas yang fleksibel berdasarkan kesiapan belajar siswa, meliputi kelas intervensi kelompok kecil, kelas intensif, hingga kelas unggulan. Sinergi ini terbukti efektif meningkatkan partisipasi emosional, motivasi intrinsik, serta rasa percaya diri anak tanpa adanya diskriminasi sosial. Simpulan utama menegaskan bahwa model pengajaran ini sukses merealisasikan ekosistem inklusif melalui modifikasi substansif pada aspek isi, proses, dan produk yang adaptif terhadap kebutuhan individu. Praktisi bimbingan belajar direkomendasikan menyusun draf modul ajar berbasis pemetaan kemampuan awal murid secara berkala demi menjamin keberlanjutan mutu proses edukasi kontemporer.
Nabilla Sifa, M. Muhlisin, Rahmi Anekasari· ACADEMIA Jurnal Inovasi Rise...· 0 citations
Islamic Religious Education (IRE) in elementary schools is often taught conventionally with an emphasis on memorization, so that students' understanding of spiritual values tends to remain cognitive and has not yet been internalized into daily attitudes. This study aims to analyze the implementation of thematic learning in IRE, identify the spiritual values developed, and reveal its supporting and inhibiting factors at UPT SDN 74 Bolang, Enrekang Regency. The study used a qualitative approach with an intrinsic case study design, conducted from October 2025 to January 2026. Data were collected through observation, in-depth interviews with the principal, the IRE teacher, and homeroom teachers of grades I-VI, and documentation, then analyzed using the Miles and Huberman interactive model (data reduction, data display, and conclusion drawing) and validated through prolonged engagement, persistence of observation, and source triangulation. The results show that thematic learning effectively connects religious teaching with students' real experiences through themes of family, social life, and responsibility, so that the values of honesty, compassion, and responsibility began to appear in students' behavior both at school and at home. Key supporting factors include teacher collaboration, flexible school policy, and parental involvement, while inhibiting factors include limited instructional time, insufficient reinforcement of values at home, and the negative influence of social media. This study contributes a contextual thematic IRE learning model suited to the socio-cultural characteristics of the Enrekang community, serving as a reference for developing similar learning in other elementary schools.
Muhammad Afit Imran¹, Abdul Halik², Dadang Sumarna³· International Journal of Edu...· 0 citations
his study aimed to analyze the implementation of the Islamic Religious Education learning model in fostering contextual awareness among elementary school students and to examine the teaching methods and techniques used to develop students’ contextual understanding of Islamic values. This study employed a qualitative case study approach. Data were collected through observation, interviews, and documentation and analyzed using Yin’s case study analysis techniques, including pattern matching, explanation building, time-series analysis, and repeated observations. The findings showed that the implementation of learning consists of planning, implementation, and evaluation stages. During implementation, teachers integrate students’ real-life experiences with Islamic Religious Education through six interconnected stages: Constructivism, Interdisciplinary Concept Mapping, Inquiry, Collaborative Learning, Contextual Application, and Authentic Assessment. Teachers also support learning through cooperative learning with a student-centered approach, combined with discussion, question-and-answer, simulation, assignments, modeling, and reflection. Despite these practices, several challenges remain, including differences in students’ learning styles, varying levels of understanding, classroom management, and maintaining students’ engagement. The study proposed the Interdisciplinary Contextual Learning Model (ICLM) as a theoretical contribution, offering an inclusive framework that integrates Islamic values with interdisciplinary knowledge and students’ everyday experiences to strengthen contextual awareness in Islamic Religious Education.
M. Arif, Muhammad Anas Ma’arif, Dewi Heni Luthfiyah Mona et al.· EDURELIGIA: Jurnal Pendidika...· 0 citations