<![CDATA[This study examines the integration of Jean Piaget’s and Lev Vygotsky’s social constructivist theories in transforming the learning process of Islamic Religious Education (PAI). The rationale for this research stems from the low level of students’ learning focus and the weak internalization of Islamic character, largely caused by the dominance of monotonous and indoctrinative teaching approaches in public schools. Accordingly, the study aims to formulate a conceptual framework that positions students as active agents in constructing spiritual and moral understanding through meaningful social interaction. Employing a qualitative approach in the form of library research, this study utilizes content analysis to examine a range of relevant primary and secondary sources. The findings indicate that the integration of Piaget’s cognitive adaptation processes, namely assimilation and accommodation, with Vygotsky’s strategic scaffolding within the Zone of Proximal Development (ZPD) significantly enhances students’ mental engagement. Sustained learning focus is identified as a biological and neuropsychological foundation for the development of adaptive and critical Islamic character. The implementation of social constructivism shifts PAI from a mere transmission of knowledge toward a learning process centered on the habituation of ethical conduct and authentic intellectual reflection. Based on these findings, the study recommends a reorientation of the role of PAI teachers toward that of facilitators, in order to foster character education that is contextually relevant and responsive to the social dynamics of learners.]]>
