<![CDATA[The development of 21st-century learning requires Islamic Religious Education (PAI) to focus not only on the mastery of religious knowledge but also on the development of critical thinking, creativity, communication, collaboration, and problem-solving skills. Selecting appropriate learning methods is therefore an important factor in meeting these demands. This study aims to comparatively analyze the strengths and weaknesses of various Islamic Religious Education learning methods and examine their relevance to the characteristics of 21st-century learning. This study employs a qualitative approach using the Systematic Literature Review (SLR) method. The research data were obtained from relevant scholarly articles discussing Islamic Religious Education learning methods and 21st-century learning, which were subsequently analyzed using a descriptive-comparative approach. The findings indicate that each learning method has different characteristics, strengths, and limitations. The lecture method is relatively effective for delivering learning materials systematically but has limitations in promoting student engagement. The discussion method better supports communication, collaboration, and critical thinking skills. Meanwhile, problem-based and project-based learning methods demonstrate stronger relevance to 21st-century learning demands because they encourage students to develop critical thinking, creativity, collaboration, communication, and problem-solving skills. Therefore, no single learning method can be considered the most effective for all Islamic Religious Education learning contexts. The use of varied and contextual learning methods is a more relevant strategy for developing Islamic Religious Education that is adaptive to the demands of 21st-century learning.]]>
