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All Journal IQRO: Journal of Islamic Education Atthulab: Islamic Religion Teaching and Learning Journal Southeast Asian Journal of Islamic Education
Helmy Abdullah Helmy
Universitas Pendidikan Indonesia
Religion Education Languange, Linguistic, Communication & Media Mathematics Other

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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.
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.
Grounding Islamic Education Transformation in Religious Moderation: Bridging the Policy-Practice Gap in Indonesia's Merdeka Curriculum Nursani Awal Artha Nugraha; Agus Fakhruddin; Aldam Shaka Pradipta; Helmy Abdullah Helmy; Pitra Gosha Patriasya
Southeast Asian Journal of Islamic Education Vol 9 No 1 (2026): Southeast Asian Journal of Islamic Education, June 2026
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v9i1.12560

Abstract

The policy-practice gap constitutes a persistent challenge in Indonesia's Islamic education transformation as two landmark policy reforms converge: the Merdeka Curriculum (2022) and Presidential Regulation on Religious Moderation (2023). Despite evident institutional commitments, implementation frequently remains superficial, constraining the effectiveness of digital technology integration. Religious moderation values internalization, pedagogical innovation, and curriculum reform across diverse Islamic educational institutions. This systematic review synthesizes empirical evidence from 55 peer-reviewed, Scopus-indexed studies (2020-2025) and uses the PRISMA 2020 protocol to identify strategic pathways to bridge this gap. Findings reveal that sustainable transformation requires cross-dimensional integration of digital technology, religious moderation, pedagogical innovation, and curriculum reform, with religious moderation operationalized through wasatiyyah values and dialogical methods, which emerge as a foundational anchor of the entire transformation framework. Teacher digital competency gaps and structural policy-practice misalignment constitute the most critical implementation barriers. The integrative conceptual model constructed demonstrates that transformative success depends on three strategic pillars: strong institutional leadership, sustained teacher capacity development, and coherent alignment between policy design and field implementation capacity. These findings offer evidence-based pathways for policymakers, practitioners, and researchers committed to designing sustainable, equitable, and empirically grounded Islamic education transformation within Indonesia's Merdeka Curriculum era.
Co-Authors Abu Warasy Batula Agus Fakhruddin Aldam Shaka Pradipta Marwal Blantara Susetyo Muhammad Aldam Shaka Pradipta Nursani Awal Artha Nugraha Nurti Budiyanti Pitra Gosha Patriasya Puput Rahmania Syifa Fatihatul Mubarokah