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All Journal JURNAL KAJIAN PENDIDIKAN DAN CAKRAWALA PEMBELAJARAN
Andi Abd. Muis
Universitas Muhammadiyah Pare-Pare
Education Other

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Transformasi Pembelajaran dan Prinsip-Prinsip Metodologi Pendidikan Agama Islam dalam Penguatan Pengalaman Belajar Siswa Andi Abd. Muis; Muh. Hafiz Ahmad; Anugrah Anugrah; Muh. Yusuf; Kasna Kasna; Muslimin B; Abdul Azan Tuanaya; Fitraya Fitraya; Annisa Ansar; Nurpitra Nurpitra; Isdawati Isdawati
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 1 No. 4 (2025)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v1i4.485

Abstract

Learning transformation is a strategic demand in modern education, including in the context of Islamic Religious Education (PAI). The shift in the learning paradigm from conventional to more active, participatory, and student-centered learning requires the application of adaptive and contextual methodological principles. This literature review aims to examine how learning transformation and Islamic Religious Education (PAI) methodological principles contribute to strengthening students' learning experiences. This research uses a literature review approach by reviewing various scientific sources from national and international journals for the 2019–2025 period. The results indicate that Islamic Religious Education (PAI) learning transformation emphasizes not only mastery of religious material but also the internalization of spiritual, moral, and social values ​​relevant to students' lives. Methodological principles such as role modeling, habituation, active participation, reflection, and contextualization are fundamental to creating meaningful learning experiences. By utilizing digital technology and a humanistic approach, teachers can foster deeper emotional and spiritual engagement in students. This study confirms that Islamic Religious Education (PAI) learning transformation, grounded in a strong and contextual methodology, can strengthen students' learning experiences holistically, across cognitive, affective, and psychomotor aspects.
Integrasi Teori-Teori Belajar dalam Pembelajaran untuk Mencapai Tujuan Holistik Pendidikan Agama Islam Andi Abd. Muis; Rahayu Binti Kasper; Sopian Atjo; Arjun Arjun; Ragil Nugaraha; Hartono Hartono; Nur Hiqma; A. Alya Indriani; Fitriani Fitriani; Imba Lalunggaeng
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 1 No. 4 (2025)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v1i4.486

Abstract

Islamic Religious Education (PAI) has a holistic goal, namely to shape individuals who are faithful, have noble character, are knowledgeable, and behave in accordance with Islamic teachings. To achieve this goal, the integration of modern learning theories into teaching practices is necessary. This literature review article aims to analyze various learning theories including behaviorist, cognitive, constructivist, humanistic, and social in the context of Islamic Religious Education (PAI) learning in schools. This approach is used to identify the relevance between psychological principles of learning and the comprehensive spiritual values ​​of Islam. This study uses a literature review method, reviewing various scientific sources such as journals, books, and research reports from 2015–2025. The results indicate that the integration of learning theories can enrich the Islamic Religious Education (PAI) learning process by balancing cognitive, affective, and psychomotor aspects. Behaviorist theory supports the formation of worship habits through positive reinforcement, cognitive theory fosters the development of understanding of religious concepts, constructivist theory emphasizes meaningful experiences in understanding Islamic values, humanistic theory fosters spiritual self-awareness, and social theory emphasizes the importance of teacher role models. Thus, Islamic Religious Education (PAI) learning integrated with learning theories can create a holistic, humanistic, and contextual Islamic education that meets the demands of the 21st century.
Co-Authors A. Alya Indriani Abdul Azan Tuanaya Annisa Ansar Anugrah Anugrah Arjun Arjun Fitraya Fitraya Fitriani Fitriani Hartono Hartono Imba Lalunggaeng Isdawati Isdawati Kasna Kasna Muh. Hafiz Ahmad Muh. Yusuf Muslimin B Nur Hiqma Nurpitra Nurpitra Ragil Nugaraha Rahayu Binti Kasper Sopian Atjo