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All Journal IQRO: Journal of Islamic Education Atthulab: Islamic Religion Teaching and Learning Journal Cultura Islamica: Journal of Islamic Studies, Management, and Culture
Syifa Fatihatul Mubarokah
Universitas Pendidikan Indonesia
Religion Humanities Education Social Sciences

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The Effectiveness of Integrating Gamification and Project-Based Learning to Enhance Student Engagement and Value Internalization in High School Islamic Education Muhammad Aldam Shaka Pradipta; Marwal Blantara Susetyo; Nurti Budiyanti; Syifa Fatihatul Mubarokah; Helmy Abdullah Helmy
Jurnal al-Thullab Vol 11 No 1 (2026): INPRESS-Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/atthulab.v11i2.53875

Abstract

Islamic Religious Education (PAI) in Indonesian senior high schools faces persistent challenges of low student engagement and superficial value internalization, largely resulting from conventional teaching methods that rely on dogmatic delivery and rote memorization. This study aims to evaluate the pedagogical effectiveness of integrating gamification and project-based learning in enhancing student engagement and facilitating authentic value internalization within high school PAI. A qualitative single case study design was employed at a senior high school in Bandung, involving 34 students selected through purposive intensity sampling. Data were gathered through the triangulation of in-depth interviews, focus group discussions, and participant observation, then analyzed using interactive thematic analysis. The findings reveal that gamification significantly reduced academic anxiety and increased emotional engagement, creating a psychologically safe classroom climate. This affective readiness was subsequently leveraged by project-based learning, where direct engagement in authentic social projects triggered deep social empathy and spontaneous behavioral commitments that extended beyond academic requirements. The synergy of these methods produced a qualitatively distinct learning experience that facilitated organic value internalization without external pressure. This study contributes to Islamic education scholarship by offering a student-centered pedagogical model that integrates emotional engagement with concrete character actualization, challenging the dominance of conventional rote learning and providing actionable implications for PAI curriculum redesign and teacher professional development.
Curriculum Development Pattern of Merdeka PAI in Realizing 21st Century Competencies in Schools Syifa Fatihatul Mubarokah; Fathul Barr Narwin Adimanggala; Pitra Gosha Patriasya
Cultura Islamica: Journal of Islamic Studies, Management, and Culture Vol. 2 No. 1 (2026): June 2026 | Islamic Studies, Management, and Culture
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/culturaislamica.v2i1.374

Abstract

The development of the Merdeka Curriculum in Islamic Religious Education (PAI) represents a strategic response to the demands of 21st-century competencies, which emphasize critical thinking, creativity, collaboration, and communication (4C). This study aims to analyze the development pattern of the Merdeka Curriculum for PAI and its implications for fostering 21st-century competencies at the school level. Employing a qualitative approach through a structured literature review of publications from accredited national journals (Sinta) and international databases (Scopus) published between 2015 and 2025, the data were analyzed thematically using Braun and Clarke’s framework to identify patterns, challenges, and best practices in curriculum development. The findings reveal that the dominant development pattern is collaborative-decentralistic, representing a form of directed autonomy in which the government establishes the framework of learning outcomes, while educational institutions engage in curriculum co-creation with teachers, students, and the community. This pattern promotes local relevance and creates opportunities for integrating Islamic values with project-based learning practices and authentic assessment. However, the success of this pattern depends strongly on teachers’ capacity, valid assessment mechanisms, the availability of digital resources, and policy support. The practical implications of this study highlight the need for a systematic development process, including needs analysis, co-design, prototyping, and validation, as well as the strengthening of teacher professionalism and the development of calibrated 4C assessment instruments. These efforts are essential to ensure that the Merdeka Curriculum for PAI can effectively shape students’ character and 21st-century competencies.
Peran Kompetensi Pedagogis Guru PAI dalam Implementasi Kurikulum Merdeka Syifa Fatihatul Mubarokah; Puput Rahmania; Nurti Budiyanti; Helmy Abdullah Helmy; Abu Warasy Batula
IQRO: Journal of Islamic Education Vol. 8 No. 3 (2025): DESEMBER 2025
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v8i3.8770

Abstract

Implementasi Kurikulum Merdeka menuntut pembelajaran yang fleksibel, berdiferensiasi, dan berbasis asesmen autentik. Namun di lapangan masih terdapat kesenjangan antara tuntutan tersebut dengan kesiapan kompetensi pedagogis guru, termasuk guru Pendidikan Agama Islam (PAI), yang menghadapi kendala dalam memahami kebutuhan peserta didik, merancang alur tujuan pembelajaran, menerapkan model pembelajaran aktif, serta menyusun asesmen yang mencerminkan capaian belajar secara komprehensif. Kesenjangan ini menunjukkan perlunya analisis mendalam mengenai bagaimana kompetensi pedagogis guru berperan dalam implementasi kurikulum baru ini. Penelitian ini bertujuan untuk mendeskripsikan peran kompetensi pedagogis guru PAI dalam perencanaan, pelaksanaan, dan asesmen pembelajaran pada Kurikulum Merdeka. Penelitian menggunakan pendekatan kualitatif studi kasus dengan subjek guru PAI; data dikumpulkan melalui wawancara semi-terstruktur kepada satu guru PAI yang dinilai memiliki kompetensi pedagogis yang baik, kemudian dianalisis menggunakan model reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kompetensi pedagogis guru tampak melalui kemampuan memahami karakteristik siswa, merancang perangkat ajar sesuai kebutuhan, mengelola pembelajaran aktif, serta menerapkan asesmen formatif dan sumatif secara berkelanjutan. Kesimpulannya, kompetensi pedagogis guru PAI memiliki peran signifikan dalam memastikan keberhasilan implementasi Kurikulum Merdeka dan perlu didukung melalui pengembangan profesional yang berkelanjutan.
Co-Authors Abu Warasy Batula Fathul Barr Narwin Adimanggala Helmy Abdullah Helmy Marwal Blantara Susetyo Muhammad Aldam Shaka Pradipta Nurti Budiyanti Pitra Gosha Patriasya Puput Rahmania